Minnesota Legislature
SF 4547
as introduced - 92nd Legislature (2021 - 2022) Posted on 05/03/2022 10:05am
Current Version - as introduced
1.28 1.29
1.30 1.31 1.32 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16
3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29 3.30 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19
4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29 4.30
5.1 5.2 5.3 5.4 5.5
5.6 5.7 5.8 5.9 5.10
5.11
5.12 5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20 5.21 5.22 5.23 5.24 5.25 5.26 5.27 5.28 5.29 5.30 5.31 5.32 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13
6.14
6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 6.25 6.26 6.27 6.28 6.29 6.30 6.31 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8
7.9
7.10 7.11 7.12 7.13 7.14 7.15 7.16 7.17 7.18 7.19 7.20 7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8
8.9 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 8.25 8.26 8.27
8.28
8.29 8.30 8.31 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13
9.14 9.15 9.16 9.17 9.18 9.19
9.20
9.21 9.22 9.23 9.24 9.25 9.26 9.27 9.28 9.29 9.30 9.31 9.32 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20
10.21
10.22 10.23 10.24 10.25 10.26 10.27 10.28 10.29 10.30 10.31 10.32 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24
11.25
11.26 11.27 11.28 11.29 11.30 11.31
12.1
12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.30 12.31 12.32 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12
13.13
13.14 13.15 13.16 13.17 13.18 13.19 13.20 13.21 13.22 13.23 13.24 13.25 13.26 13.27 13.28 13.29 13.30 13.31 13.32 14.1 14.2 14.3 14.4
14.5
14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 14.31 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11 15.12 15.13 15.14 15.15 15.16 15.17 15.18 15.19
15.20
15.21 15.22 15.23 15.24 15.25
15.26 15.27 15.28 15.29 15.30 15.31 15.32 16.1 16.2 16.3 16.4
16.5 16.6
16.7 16.8
16.9 16.10 16.11 16.12 16.14 16.13 16.16 16.15 16.17 16.18 16.19 16.20
16.21 16.22 16.23 16.24 16.26 16.25 16.28 16.27 16.29 16.30 16.31 16.32
17.1 17.2 17.3 17.4 17.6 17.5 17.8 17.7 17.9 17.10 17.11 17.12
17.13 17.14 17.15 17.16 17.18 17.17 17.20 17.19 17.21 17.22 17.23 17.24
17.25 17.26 17.27 17.28 17.29 17.30 17.31 17.32
18.1 18.2
18.3 18.4
18.5 18.6 18.7 18.8 18.9 18.10 18.11 18.12 18.13 18.14 18.15 18.16 18.17 18.18 18.19 18.20 18.21 18.22
18.23 18.24 18.25 18.26 18.27 18.28 18.29 18.30 19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12 19.13 19.14 19.15 19.16 19.17 19.18 19.19 19.20
19.21 19.22 19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31 19.32 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9 20.10 20.11 20.12 20.13 20.14 20.15 20.16 20.17 20.18 20.19 20.20 20.21 20.22 20.23 20.24 20.25 20.26 20.27 20.28 20.29 20.30 20.31 20.32 20.33 21.1 21.2 21.3 21.4 21.5 21.6 21.7 21.8 21.9 21.10 21.11 21.12 21.13 21.14 21.15 21.16 21.17 21.18 21.19 21.20 21.21 21.22 21.23 21.24 21.25 21.26 21.27 21.28 21.29 21.30 21.31 21.32 21.33 21.34 22.1 22.2 22.3 22.4 22.5 22.6 22.7 22.8 22.9 22.10 22.11 22.12 22.13 22.14 22.15 22.16 22.17 22.18 22.19 22.20 22.21 22.22 22.23 22.24 22.25 22.26 22.27 22.28 22.29 22.30 22.31 22.32 22.33 22.34 23.1 23.2 23.3 23.4 23.5 23.6 23.7 23.8 23.9 23.10 23.11 23.12 23.13 23.14 23.15 23.16 23.17 23.18 23.19 23.20 23.21 23.22 23.23 23.24 23.25 23.26 23.27 23.28 23.29 23.30 23.31 23.32 23.33 24.1 24.2 24.3
24.4 24.5 24.6 24.7 24.8 24.9 24.10 24.11 24.12 24.13 24.14 24.15 24.16 24.17 24.18 24.19 24.20 24.21 24.22 24.23 24.24 24.25 24.26 24.27 24.28 24.29 24.30 24.31 24.32 25.1 25.2 25.3 25.4 25.5 25.6 25.7 25.8 25.9 25.10 25.11 25.12 25.13 25.14 25.15 25.16 25.17 25.18 25.19 25.20 25.21 25.22 25.23 25.24 25.25 25.26 25.27 25.28 25.29 25.30 25.31 25.32 25.33
26.1 26.2 26.3 26.4 26.5 26.6 26.7 26.8 26.9 26.10 26.11 26.12 26.13 26.14 26.15 26.16 26.17 26.18 26.19 26.20 26.21 26.22 26.23 26.24 26.25 26.26 26.27 26.28 26.29 26.30 26.31 26.32 26.33 27.1 27.2 27.3 27.4 27.5 27.6 27.7
27.8 27.9 27.10 27.11 27.12 27.13 27.14 27.15 27.16 27.17 27.18 27.19 27.20 27.21 27.22 27.23 27.24 27.25 27.26 27.27 27.28 27.29 27.30 27.31 27.32 28.1 28.2 28.3 28.4 28.5 28.6 28.7 28.8 28.9 28.10 28.11 28.12 28.13 28.14 28.15 28.16 28.17 28.18 28.19 28.20 28.21 28.22 28.23 28.24 28.25 28.26 28.27 28.28 28.29 28.30 28.31 28.32 29.1 29.2 29.3 29.4 29.5 29.6 29.7 29.8 29.9 29.10 29.11 29.12 29.13 29.14 29.15 29.16 29.17 29.18 29.19 29.20 29.21 29.22 29.23 29.24 29.25 29.26 29.27 29.28 29.29 29.30 29.31 29.32 29.33 30.1 30.2 30.3 30.4 30.5 30.6 30.7 30.8 30.9 30.10 30.11 30.12 30.13 30.14 30.15 30.16 30.17 30.18 30.19 30.20 30.21 30.22 30.23 30.24 30.25 30.26 30.27 30.28 30.29 30.30 30.31 30.32 31.1 31.2 31.3 31.4 31.5 31.6 31.7 31.8 31.9 31.10 31.11 31.12 31.13 31.14 31.15 31.16 31.17 31.18 31.19 31.20 31.21 31.22 31.23 31.24 31.25 31.26 31.27 31.28 31.29 31.30 31.31 31.32 32.1 32.2 32.3 32.4 32.5 32.6 32.7 32.8 32.9 32.10 32.11 32.12 32.13 32.14 32.15 32.16 32.17 32.18 32.19 32.20 32.21 32.22 32.23 32.24 32.25 32.26 32.27 32.28 32.29 33.1 33.2 33.3 33.4 33.5 33.6 33.7 33.8 33.9 33.10 33.11 33.12 33.13 33.14 33.15 33.16 33.17 33.18 33.19 33.20 33.21 33.22 33.23 33.24 33.25 33.26 33.27 33.28 33.29 33.30 34.1 34.2 34.3 34.4 34.5 34.6 34.7 34.8 34.9 34.10 34.11 34.12 34.13 34.14 34.15 34.16 34.17 34.18 34.19 34.20 34.21 34.22 34.23 34.24 34.25 34.26 34.27 34.28 34.29 34.30 34.31 34.32 35.1 35.2 35.3 35.4 35.5 35.6 35.7 35.8 35.9 35.10 35.11 35.12 35.13 35.14 35.15 35.16 35.17 35.18 35.19 35.20 35.21 35.22 35.23 35.24 35.25 35.26 35.27 35.28 35.29 35.30 36.1 36.2 36.3 36.4 36.5
36.6 36.7 36.8 36.9 36.10 36.11 36.12 36.13 36.14 36.15 36.16 36.17
36.18 36.19 36.20 36.21 36.22 36.23 36.24 36.25 36.26 36.27
36.28 36.29 36.30 36.31 37.1 37.2 37.3 37.4 37.5 37.6 37.7 37.8 37.9 37.10 37.11
37.12 37.13 37.14 37.15 37.16 37.17 37.18 37.19 37.20 37.21 37.22 37.23 37.24 37.25 37.26 37.27 37.28 37.29 37.30 37.31 37.32
38.1
38.2 38.3 38.4 38.5 38.6 38.7 38.8 38.9 38.10 38.11 38.12 38.13 38.14 38.15 38.16 38.17 38.18 38.19 38.20 38.21 38.22 38.23 38.24 38.25 38.26 38.27 38.28 38.29 38.30 39.1 39.2 39.3 39.4 39.5 39.6 39.7 39.8 39.9 39.10 39.11 39.12 39.13 39.14 39.15 39.16 39.17 39.18 39.19 39.20 39.21 39.22 39.23 39.24 39.25 39.26 39.27 39.28 39.29
39.30
40.1 40.2 40.3 40.4 40.5 40.6 40.7 40.8 40.9 40.10 40.11 40.12 40.13 40.14 40.15 40.16 40.17 40.18
40.19
40.20 40.21 40.22 40.23 40.24 40.25 40.26 40.27 40.28 40.29 40.30 40.31 40.32 41.1 41.2 41.3 41.4 41.5 41.6 41.7 41.8 41.9 41.10 41.11 41.12 41.13 41.14 41.15 41.16 41.17 41.18 41.19 41.20 41.21 41.22 41.23 41.24 41.25 41.26 41.27 41.28 41.29 41.30
41.31
42.1 42.2 42.3 42.4 42.6 42.5 42.8 42.7 42.9 42.10 42.11 42.12
42.13 42.14 42.15 42.16 42.18 42.17 42.20 42.19 42.21 42.22 42.23 42.24
42.25 42.26 42.27 42.28 42.30 42.29 42.32 42.31 43.1 43.2 43.3 43.4
43.5 43.6 43.7 43.8 43.10 43.9 43.12 43.11 43.13 43.14 43.15 43.16
43.17 43.18 43.19 43.20 43.21 43.22 43.23 43.24 43.25 43.26 43.27 43.28 43.29 43.30 43.31 44.1 44.2 44.3 44.4 44.5 44.6 44.7 44.8 44.9 44.10 44.11 44.12 44.13 44.14 44.15 44.16 44.17 44.18 44.19 44.20 44.21 44.22 44.23 44.24 44.25 44.26 44.27 44.28 44.29 44.30 44.31 44.32 45.1 45.2 45.3 45.4 45.5 45.6 45.7 45.8 45.9 45.10 45.11 45.12 45.13 45.14 45.15 45.16 45.17 45.18 45.19 45.20 45.21 45.22 45.23 45.24 45.25 45.26 45.27 45.28 45.29 45.30 45.31 45.32 46.1 46.2 46.3 46.4 46.5 46.6 46.7 46.8 46.9 46.10 46.11 46.12 46.13 46.14 46.15 46.16 46.17 46.18 46.19 46.20 46.21 46.22 46.23 46.24 46.25 46.26 46.27 46.28 46.29 46.30 46.31 46.32 47.1 47.2 47.3 47.4 47.5 47.6 47.7 47.8 47.9 47.10 47.11 47.12 47.13 47.14 47.15 47.16 47.17 47.18 47.19 47.20 47.21 47.22 47.23 47.24 47.25 47.26 47.27 47.28 47.29 47.30 47.31 47.32 47.33 48.1 48.2 48.3 48.4 48.5 48.6 48.7 48.8 48.9 48.10 48.11 48.12 48.13 48.14 48.15 48.16 48.17 48.18 48.19 48.20 48.21 48.22 48.23 48.24 48.25 48.26 48.27 48.28 48.29 48.30 49.1 49.2 49.3 49.4 49.5 49.6 49.7 49.8 49.9 49.10 49.11 49.12 49.13 49.14 49.15 49.16 49.17 49.18 49.19 49.20 49.21 49.22 49.23 49.24 49.25 49.26 49.27 49.28 49.29 49.30 49.31 50.1 50.2 50.3 50.4 50.5 50.6 50.7 50.8 50.9 50.10 50.11 50.12 50.13
50.14
50.15 50.16
50.17 50.18 50.19 50.20 50.21 50.22 50.23
50.24 50.25 50.26 50.27 50.28 50.29 50.30 50.31 51.1 51.2 51.3 51.4 51.5 51.6 51.7 51.8 51.9 51.10 51.11 51.12 51.13 51.14 51.15
51.16
51.17 51.18 51.19 51.20 51.21 51.22 51.23 51.24
51.25 51.26 51.27 51.28
52.1 52.2 52.3 52.4 52.5 52.6 52.7 52.8 52.9 52.10 52.11 52.12
52.13 52.14 52.15 52.16 52.17 52.18 52.19 52.20 52.21 52.22 52.23 52.24 52.25 52.26 52.27 52.28 52.29 52.30 52.31 52.32 52.33 53.1 53.2 53.3 53.4 53.5 53.6 53.7 53.8 53.9 53.10
53.11 53.12 53.13 53.14 53.15 53.16 53.17 53.18 53.19 53.20 53.21
53.22 53.23 53.24 53.25 53.26 53.27 53.28 53.29 53.30 53.31 53.32 54.1 54.2 54.3 54.4 54.5 54.6 54.7 54.8 54.9 54.10 54.11 54.12 54.13 54.14 54.15 54.16 54.17 54.18 54.19 54.20 54.21 54.22 54.23 54.24 54.25 54.26 54.27 54.28 54.29 54.30 54.31 54.32 54.33 54.34 55.1 55.2 55.3 55.4
55.5 55.6 55.7 55.8 55.9 55.10 55.11 55.12 55.13 55.14 55.15 55.16 55.17 55.18 55.19 55.20 55.21 55.22 55.23 55.24 55.25 55.26 55.27 55.28 55.29 55.30 55.31 55.32 55.33 56.1 56.2 56.3 56.4 56.5 56.6 56.7 56.8 56.9 56.10 56.11 56.12 56.13 56.14
56.15 56.16 56.17 56.18 56.19 56.21 56.20 56.22 56.23 56.24 56.25 56.26
56.27 56.28 56.29 56.30 57.2 57.1 57.4 57.3 57.5 57.6 57.7 57.8
57.9 57.10 57.11 57.12 57.13
57.14 57.15 57.16 57.17 57.18 57.19 57.20 57.21 57.22 57.23 57.24 57.25 57.26
57.27 57.28 57.29 57.30 57.31 57.32 58.1 58.2 58.3 58.4 58.5 58.6 58.7 58.8 58.9 58.10 58.11 58.12 58.13 58.14 58.15 58.16 58.17 58.18 58.19 58.20 58.21 58.22 58.23 58.24 58.25 58.26 58.27 58.28 58.29 58.30 58.31 59.1 59.2 59.3 59.4 59.5 59.6 59.7 59.8 59.9 59.10 59.11 59.12 59.13 59.14 59.15 59.16 59.17 59.18 59.19 59.20 59.21 59.22 59.23 59.24 59.25 59.26 59.27 59.28 59.29 59.30 59.31 59.32 60.1 60.2 60.3 60.4 60.5 60.6 60.7 60.8 60.9 60.10 60.11 60.12 60.13 60.14 60.15 60.16 60.17 60.18 60.19 60.20 60.21 60.22 60.23 60.24 60.25 60.26 60.27 60.28 60.29 60.30 60.31 61.1 61.2 61.3 61.4 61.5 61.6 61.7 61.8 61.9 61.10 61.11 61.12 61.13 61.14 61.15 61.16 61.17 61.18 61.19 61.20 61.21 61.22 61.23 61.24 61.25 61.26 61.27 61.28 61.29 61.30 61.31 61.32 62.1 62.2 62.3 62.4 62.5 62.6 62.7 62.8 62.9 62.10 62.11 62.12 62.13 62.14 62.15 62.16 62.17 62.18 62.19 62.20 62.21
62.22 62.23
62.24 62.25 62.26 62.27 62.28 62.29 62.30 62.31 63.1 63.2 63.3 63.4 63.5 63.6 63.7 63.8 63.9 63.10 63.11 63.12 63.13 63.14 63.15 63.16 63.17 63.18 63.19 63.20 63.21 63.22 63.23 63.24 63.25 63.26 63.27 63.28 63.29 63.30 63.31
64.1 64.2 64.3 64.4 64.5 64.6 64.7 64.8 64.9 64.10 64.11 64.12 64.13 64.14 64.15 64.16 64.17 64.18 64.19 64.20 64.21 64.22 64.23 64.24 64.25 64.26 64.27 64.28 64.29 64.30 64.31 64.32 64.33 64.34
65.1 65.2 65.3 65.4 65.5 65.6 65.7
65.8
65.9 65.10 65.11 65.12 65.13 65.14 65.15 65.16 65.17 65.18 65.19 65.20 65.21 65.22 65.23 65.24 65.25 65.26 65.27
65.28
66.1 66.2 66.3 66.4 66.6 66.5 66.8 66.7 66.9 66.10 66.11 66.12
66.13 66.14 66.15 66.16 66.17 66.18 66.19 66.20 66.21 66.22 66.23 66.24 66.25 66.26 66.27 66.28 66.29 66.30 66.31 66.32 66.33 67.1 67.2 67.3 67.4 67.5 67.6 67.7 67.8
67.9 67.10 67.11 67.12 67.13 67.14 67.15 67.16 67.17 67.18 67.19 67.20 67.21 67.22
67.23 67.24
67.25 67.26 67.27 67.28 67.29 67.30 67.31 68.1 68.2 68.3 68.4 68.5 68.6 68.7 68.8 68.9 68.10 68.11 68.12 68.13 68.14 68.15 68.16 68.17 68.18 68.19 68.20 68.21 68.22 68.23 68.24 68.25 68.26 68.27 68.28 68.29 68.30 68.31 68.32 68.33 68.34 68.35 69.1 69.2 69.3 69.4 69.5 69.6 69.7 69.8 69.9 69.10
69.11
69.12 69.13 69.14 69.15 69.16 69.17 69.18 69.19 69.20 69.21 69.22 69.23 69.24 69.25
69.26
69.27 69.28 69.29 69.30 70.1 70.2 70.3 70.4 70.5 70.6 70.7 70.8 70.9 70.10 70.11 70.12 70.13 70.14 70.15 70.16
70.17
70.18 70.19 70.20 70.21 70.23 70.22 70.25 70.24 70.26 70.27 70.28 70.29
71.1 71.2
71.3 71.4 71.5 71.6 71.7 71.8 71.9 71.10 71.11 71.12 71.13 71.14 71.15 71.16
71.17 71.18 71.19 71.20 71.21 71.22 71.23
71.24 71.25 71.26 71.27 71.28 71.29 71.30 71.31 71.32
72.1 72.2 72.3 72.4 72.5 72.6 72.7 72.8 72.9
72.10 72.11 72.12 72.13 72.14 72.15 72.16
72.17 72.18 72.19 72.20 72.22 72.21 72.24 72.23
72.25 72.26 72.27 72.28 72.30 72.29 72.32 72.31
73.1 73.2
73.3 73.4 73.5 73.6 73.7 73.8 73.9 73.10 73.11 73.12 73.13 73.14 73.15 73.16 73.17 73.18 73.19 73.20 73.21 73.22 73.23 73.24 73.25 73.26 73.27 73.28 73.29 73.30 73.31 73.32 73.33 73.34 73.35 74.1 74.2 74.3 74.4 74.5 74.6 74.7 74.8 74.9
74.10 74.11 74.12 74.13 74.14 74.15 74.16 74.17 74.18 74.19 74.20 74.21 74.22 74.23 74.24 74.25 74.26 74.27 74.28 74.29 74.30 74.31
75.1 75.2 75.3 75.4 75.5 75.6 75.7 75.8 75.9 75.10 75.11 75.12 75.13 75.14 75.15
75.16 75.17 75.18 75.19 75.20 75.21 75.22 75.23 75.24 75.25 75.26 75.27 75.28 75.29 75.30 75.31 75.32
76.1 76.2 76.3 76.4 76.5 76.6 76.7 76.8 76.9 76.10 76.11 76.12 76.13 76.14 76.15 76.16 76.17 76.18 76.19 76.20 76.21 76.22 76.23 76.24 76.25 76.26 76.27 76.28 76.29 76.30 76.31 76.32 76.33 77.1 77.2 77.3 77.4 77.5 77.6 77.7 77.8 77.9 77.10 77.11 77.12 77.13 77.14 77.15 77.16 77.17 77.18 77.19 77.20 77.21 77.22 77.23 77.24 77.25 77.26 77.27 77.28 77.29 77.30 77.31 77.32 77.33 78.1 78.2 78.3 78.4 78.5 78.6 78.7 78.8 78.9 78.10 78.11 78.12 78.13 78.14 78.15 78.16 78.17 78.18 78.19 78.20 78.21 78.22 78.23 78.24 78.25 78.26 78.27 78.28 78.29 78.30 78.31 78.32 78.33 79.1 79.2 79.3 79.4 79.5 79.6 79.7 79.8 79.9 79.10 79.11 79.12 79.13 79.14 79.15 79.16 79.17 79.18 79.19 79.20 79.21 79.22 79.23 79.24 79.25 79.26 79.27 79.28 79.29 79.30 79.31 80.1 80.2 80.3 80.4 80.5 80.6 80.7 80.8 80.9 80.10 80.11 80.12 80.13 80.14 80.15 80.16 80.17 80.18 80.19 80.20 80.21 80.22 80.23 80.24 80.25 80.26 80.27 80.28 80.29 80.30 80.31 80.32 80.33 81.1 81.2 81.3 81.4 81.5 81.6 81.7 81.8 81.9 81.10 81.11 81.12 81.13 81.14 81.15 81.16 81.17 81.18 81.19 81.20 81.21 81.22 81.23 81.24 81.25 81.26 81.27 81.28 81.29 81.30 81.31 81.32 81.33 81.34 82.1 82.2 82.3 82.4 82.5 82.6 82.7 82.8 82.9 82.10 82.11 82.12 82.13 82.14 82.15 82.16 82.17 82.18 82.19 82.20 82.21 82.22 82.23 82.24 82.25 82.26 82.27 82.28 82.29 82.30 82.31 82.32 82.33 83.1 83.2
83.3
83.4 83.5 83.6 83.7 83.8 83.9 83.10 83.11 83.12 83.13 83.14 83.15 83.16 83.17 83.18 83.19 83.20 83.21 83.22 83.23 83.24 83.25 83.26 83.27 83.28 83.29 83.30 83.31 84.1 84.2 84.3 84.4 84.5 84.6 84.7
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A bill for an act
relating to education finance; providing for supplemental funding for
prekindergarten through grade 12 education; modifying provisions for general
education, education excellence, teachers, special education, facilities, nutrition
and libraries, early childhood, community education, and state agencies; requiring
reports; appropriating money; amending Minnesota Statutes 2020, sections
119A.52; 120A.20, subdivision 1; 120A.41; 120B.018, by adding a subdivision;
120B.02, by adding a subdivision; 120B.12; 121A.19; 122A.06, subdivision 4;
122A.187, by adding a subdivision; 122A.415, subdivision 4, by adding
subdivisions; 123B.595, subdivisions 1, 2, 7; 124D.095, subdivisions 2, 7, 8;
124D.1158, subdivisions 1, 3, 4; 124D.151, as amended; 124D.165, subdivisions
2, 3; 124D.2211; 124D.231; 124D.4531, subdivisions 1, 1a, 1b; 124D.531,
subdivision 1; 124D.55; 124D.59, subdivision 2; 124D.65, subdivision 5; 124D.68,
subdivision 2; 124D.74, subdivision 3; 124D.81, subdivisions 1, 2, 2a; 124D.98,
by adding a subdivision; 125A.03; 125A.76, subdivision 2e; 126C.05, subdivisions
17, 19; 126C.10, subdivisions 2a, 4; 126C.15, subdivisions 1, 2; 126C.44; 127A.45,
subdivision 12a; Minnesota Statutes 2021 Supplement, sections 122A.73,
subdivisions 2, 3, 5; 124D.111, subdivisions 1a, 4; 126C.05, subdivisions 1, 3;
126C.10, subdivisions 2, 2d, 2e; 245.4889, subdivision 1; Laws 2021, First Special
Session chapter 13, article 1, sections 9; 10, subdivisions 2, 6, 7, 9, 11; article 2,
section 4, subdivisions 2, 3, 4, 27; article 3, section 7, subdivisions 4, 7; article 5,
section 3, subdivision 2; article 7, section 2, subdivision 3; article 8, section 3,
subdivisions 2, 3; article 9, section 4, subdivisions 3, 5, 6; article 10, section 1,
subdivision 9; article 11, sections 4, subdivision 2; 7, subdivision 1; proposing
coding for new law in Minnesota Statutes, chapters 122A; 124D; 125A; repealing
Minnesota Statutes 2020, section 124D.4531, subdivision 3a.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
ARTICLE 1
GENERAL EDUCATION
Section 1.
Minnesota Statutes 2020, section 124D.095, subdivision 2, is amended to read:
Subd. 2.
Definitions.
For purposes of this section, the following terms have the meanings
given them.
(a) "Digital learning" deleted text begin isdeleted text end new text begin meansnew text end learning facilitated by technology that offers students an
element of control over the time, place, path, or pace of their learning and includes blended
and online learning.
(b) "Blended learning" deleted text begin isdeleted text end new text begin meansnew text end a form of digital learning that occurs when a student
learns part time in a supervised physical setting and part time through digital delivery of
instruction, or a student learns in a supervised physical setting where technology is used as
a primary method to deliver instruction.
(c) "Online learning" deleted text begin isdeleted text end new text begin meansnew text end a form of digital learning delivered by an approved online
learning provider under paragraph (d).
(d) "Online learning provider" deleted text begin isdeleted text end new text begin meansnew text end a school district, an intermediate school district,
an organization of two or more school districts operating under a joint powers agreement,
or a charter school located in Minnesota that provides online learning to students and is
approved by the department to provide online learning courses.
(e) "Student" deleted text begin isdeleted text end new text begin meansnew text end a Minnesota resident enrolled in a school under section 120A.22,
subdivision 4,new text begin or in a Tribal contract or grant school authorized to receive aid under section
124D.83new text end in kindergarten through grade 12.
(f) "Online learning student" deleted text begin isdeleted text end new text begin meansnew text end a student enrolled in an online learning course or
program delivered by an online learning provider under paragraph (d).
(g) "Enrolling district" means the school district or charter school in which a student is
enrolled under section 120A.22, subdivision 4, for purposes of compulsory attendance.
(h) "Supplemental online learning" means an online learning course taken in place of a
course period at a local district school.
(i) "Full-time online learning provider" means an enrolling school authorized by the
department to deliver comprehensive public education at any or all of the elementary, middle,
or high school levels.
(j) "Online learning course syllabus" deleted text begin isdeleted text end new text begin meansnew text end a written document that an online learning
provider transmits to the enrolling district using a format prescribed by the commissioner
to identify the state academic standards embedded in an online course, the course content
outline, required course assessments, expectations for actual teacher contact time and other
student-to-teacher communications, and the academic support available to the online learning
student.
Sec. 2.
Minnesota Statutes 2020, section 124D.095, subdivision 8, is amended to read:
Subd. 8.
Financial arrangements.
(a) For a student enrolled in an online learning course,
the department must calculate average daily membership and make payments according to
this subdivision.
(b) The initial online learning average daily membership equals 1/12 for each semester
course or a proportionate amount for courses of different lengths. The adjusted online
learning average daily membership equals the initial online learning average daily
membership times .88.
(c) No online learning average daily membership shall be generated if: (1) the student
does not complete the online learning course, or (2) the student is enrolled in online learning
provided by the enrolling district.
(d) Online learning average daily membership under this subdivision for a student
currently enrolled in a Minnesota public schoolnew text begin or in a Tribal contract or grant school
authorized to receive aid under section 124D.83new text end shall be used only for computing average
daily membership according to section 126C.05, subdivision 19, paragraph (a), clause (2),
and for computing online learning aid according to section 124D.096.
Sec. 3.
Minnesota Statutes 2020, section 124D.4531, subdivision 1, is amended to read:
Subdivision 1.
Career and technical revenue.
(a) A district with a career and technical
program approved under this section for the fiscal year in which the levy is certified is
eligible for career and technical revenue equal to deleted text begin 35deleted text end new text begin 50new text end percent of approved expenditures
in the fiscal year in which the levy is certified for the following:
(1) salaries paid to essential, licensed personnel providing direct instructional services
to students in that fiscal year, including extended contracts, for services rendered in the
district's approved career and technical education programs, excluding salaries reimbursed
by another school district under clause (2);
(2) amounts paid to another Minnesota school district for salaries of essential, licensed
personnel providing direct instructional services to students in that fiscal year for services
rendered in the district's approved career and technical education programs;
(3) contracted services provided by a public or private agency other than a Minnesota
school district or cooperative center under chapter 123A or 136D;
(4) necessary travel between instructional sites by licensed career and technical education
personnelnew text begin and district-encumbered student travel between instructional and placement sites
in state-approved work-based learning programsnew text end ;
(5) necessary travel by licensed career and technical education personnel for deleted text begin vocationaldeleted text end new text begin
career and technical educationnew text end student organization activities held within the state for
instructional purposes;
(6) curriculum development activities that are part of a five-year plan for improvement
based on program assessment;
(7) necessary travel by licensed career and technical education personnel for noncollegiate
credit-bearing professional development; and
(8) specialized deleted text begin vocationaldeleted text end new text begin career and technical educationnew text end instructional supplies.
(b) The district must recognize the full amount of this levy as revenue for the fiscal year
in which it is certified.
deleted text begin
(c) The amount of the revenue calculated under this subdivision may not exceed
$17,850,000 for taxes payable in 2012, $15,520,000 for taxes payable in 2013, and
$20,657,000 for taxes payable in 2014.
deleted text end
deleted text begin
(d) If the estimated revenue exceeds the amount in paragraph (c), the commissioner must
reduce the percentage in paragraph (a) until the estimated revenue no longer exceeds the
limit in paragraph (c).
deleted text end
Sec. 4.
Minnesota Statutes 2020, section 124D.4531, subdivision 1a, is amended to read:
Subd. 1a.
Career and technical levy.
deleted text begin
(a) For fiscal year 2014 only, a district may levy
an amount not more than the product of its career and technical revenue times the lesser of
one or the ratio of its adjusted net tax capacity per adjusted pupil unit in the fiscal year in
which the levy is certified to the career and technical revenue equalizing factor. The career
and technical revenue equalizing factor for fiscal year 2014 equals $7,612.
deleted text end
deleted text begin (b) For fiscal year 2015 and later,deleted text end A district may levy an amount not more than the
product of its career and technical revenue times the lesser of one or the ratio of its adjusted
net tax capacity per adjusted pupil unit in the fiscal year in which the levy is certified to the
career and technical revenue equalizing factor. The career and technical revenue equalizing
factor deleted text begin for fiscal year 2015 and laterdeleted text end equals $7,612.
Sec. 5.
Minnesota Statutes 2020, section 124D.4531, subdivision 1b, is amended to read:
Subd. 1b.
Career and technical aid.
deleted text begin For fiscal year 2014 and later,deleted text end A district's career
and technical aid equals its career and technical revenue less its career and technical levy.
If the district levy is less than the permitted levy, the district's career and technical aid shall
be reduced proportionately.
Sec. 6.
new text begin
[124D.4532] CAREER AND TECHNICAL STUDENT TRANSPORTATION
AID.
new text end
new text begin
A district that provides student travel between instructional and placement sites in
state-approved work-based learning programs is eligible for state aid to reimburse the
additional costs of transportation during the preceding fiscal year.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2024 and later.
new text end
Sec. 7.
Minnesota Statutes 2020, section 124D.59, subdivision 2, is amended to read:
Subd. 2.
English learner.
(a) "English learner" means a pupil in kindergarten through
grade 12new text begin ; an early childhood special education student under Part B, section 619 of the
Individuals with Disabilities Education Act, United States Code, title 20, section 1419;new text end or
a prekindergarten student enrolled in an approved voluntary prekindergarten program under
section 124D.151 or a school readiness plus program who meets the requirements under
subdivision 2a or the following requirements:
(1) the pupil, as declared by a parent or guardian first learned a language other than
English, comes from a home where the language usually spoken is other than English, or
usually speaks a language other than English; and
(2) the pupil is determined by a valid assessment measuring the pupil's English language
proficiency and by developmentally appropriate measures, which might include observations,
teacher judgment, parent recommendations, or developmentally appropriate assessment
instruments, to lack the necessary English skills to participate fully in academic classes
taught in English.
(b) A pupil enrolled in a Minnesota public school in any grade 4 through 12 who in the
previous school year took a commissioner-provided assessment measuring the pupil's
emerging academic English, shall be counted as an English learner in calculating English
learner pupil units under section 126C.05, subdivision 17, and shall generate state English
learner aid under section 124D.65, subdivision 5, if the pupil scored below the state cutoff
score or is otherwise counted as a nonproficient participant on the assessment measuring
the pupil's emerging academic English, or, in the judgment of the pupil's classroom teachers,
consistent with section 124D.61, clause (1), the pupil is unable to demonstrate academic
language proficiency in English, including oral academic language, sufficient to successfully
and fully participate in the general core curriculum in the regular classroom.
(c) Notwithstanding paragraphs (a) and (b), a pupil in new text begin early childhood special education
or new text end prekindergarten under section 124D.151, through grade 12 shall not be counted as an
English learner in calculating English learner pupil units under section 126C.05, subdivision
17, and shall not generate state English learner aid under section 124D.65, subdivision 5,
if:
(1) the pupil is not enrolled during the current fiscal year in an educational program for
English learners under sections 124D.58 to 124D.64; or
(2) the pupil has generated seven or more years of average daily membership in Minnesota
public schools since July 1, 1996.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 8.
Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:
Subd. 5.
School district EL revenue.
new text begin
(a) The English learner programs initial allowance
equals $704 for fiscal years 2021 and 2022. The English learner programs allowance equals
$755 for fiscal year 2023. The English learner programs initial allowance for fiscal year
2024 and later equals the product of $755 times the ratio of the formula allowance under
section 126C.10, subdivision 2, for the current fiscal year to the formula allowance under
section 126C.10, subdivision 2, for fiscal year 2023.
new text end
new text begin
(b) The English learner programs concentration allowance equals $250 for fiscal years
2021 and 2022. The English learner programs concentration allowance equals $536 for
fiscal year 2023. The English learner programs concentration allowance for fiscal year 2024
and later equals the product of $536 times the ratio of the formula allowance under section
126C.10, subdivision 2, for the current fiscal year to the formula allowance under section
126C.10, subdivision 2, for fiscal year 2023.
new text end
deleted text begin (a)deleted text end new text begin (c)new text end A district's English learner programs new text begin initial new text end revenue equals the product of (1)
deleted text begin $704deleted text end new text begin the English learner programs initial allowancenew text end times (2) the greater of 20 or the adjusted
average daily membership of eligible English learners enrolled in the district during the
current fiscal year.
new text begin
(d) A district's English learner programs concentration revenue equals the product of
the English learner programs concentration allowance times the English learner pupil units
under section 126C.05, subdivision 17.
new text end
new text begin
(e) A district's English learner programs revenue equals the sum of the initial revenue
under paragraph (c) and the concentration revenue under paragraph (d).
new text end
deleted text begin (b)deleted text end new text begin (f)new text end A pupil ceases to generate state English learner aid in the school year following
the school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 9.
Minnesota Statutes 2020, section 124D.68, subdivision 2, is amended to read:
Subd. 2.
Eligible pupils.
(a) A pupil under the age of 21 or who meets the requirements
of section 120A.20, subdivision 1, paragraph (c), is eligible to participate in the graduation
incentives program, if the pupil:
(1) performs substantially below the performance level for pupils of the same age in a
locally determined achievement test;
(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;
(3) is pregnant or is a parent;
(4) has been assessed as chemically dependent;
(5) has been excluded or expelled according to sections 121A.40 to 121A.56;
deleted text begin
(6) has been referred by a school district for enrollment in an eligible program or a
program pursuant to section 124D.69;
deleted text end
deleted text begin (7)deleted text end new text begin (6)new text end is a victim of physical or sexual abuse;
deleted text begin (8)deleted text end new text begin (7)new text end has experienced mental health problems;
deleted text begin (9)deleted text end new text begin (8)new text end has experienced homelessness sometime within six months before requesting a
transfer to an eligible program;
deleted text begin (10)deleted text end new text begin (9)new text end speaks English as a second language or is an English learner;
deleted text begin (11)deleted text end new text begin (10)new text end has withdrawn from school or has been chronically truant; or
deleted text begin (12)deleted text end new text begin (11)new text end is being treated in a hospital in the seven-county metropolitan area for cancer
or other life threatening illness or is the sibling of an eligible pupil who is being currently
treated, and resides with the pupil's family at least 60 miles beyond the outside boundary
of the seven-county metropolitan area.
(b) A pupil otherwise qualifying under paragraph (a) who is at least 21 years of age and
not yet 22 years of age, and is an English learner with an interrupted formal education
according to section 124D.59, subdivision 2a, is eligible to participate in the graduation
incentives program under section 124D.68 and in concurrent enrollment courses offered
under section 124D.09, subdivision 10, and is funded in the same manner as other pupils
under this section.
Sec. 10.
Minnesota Statutes 2020, section 126C.05, subdivision 17, is amended to read:
Subd. 17.
English learner pupil units.
(a) English learner pupil units for fiscal year
deleted text begin 2004 and thereafterdeleted text end new text begin 2022 and laternew text end shall be determined according to this subdivision.
(b) The English learner concentration percentage for a district equals the product of 100
times the ratio of:
(1) the number of eligible English learners in average daily membership enrolled in the
district during the current fiscal year; to
(2) the number of pupils in average daily membership enrolled in the district.
(c) new text begin For fiscal year 2022, new text end the English learner pupil units for each eligible English learner
in average daily membership equals the lesser of one or the quotient obtained by dividing
the English learner concentration percentage for the pupil's district of enrollment by 11.5.new text begin
For fiscal year 2023 and later, the English learner pupil units for each eligible English learner
in average daily membership equals the lesser of one or the quotient obtained by dividing
the English learner concentration percentage for the pupil's district of enrollment by 16.8.
new text end
(d) English learner pupil units shall be counted by the district of enrollment.
(e) Notwithstanding paragraph (d), for the purposes of this subdivision, pupils enrolled
in a cooperative or intermediate school district shall be counted by the district of residence.
(f) For the purposes of this subdivision, the terms defined in section 124D.59 have the
same meaning.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 11.
Minnesota Statutes 2020, section 126C.05, subdivision 19, is amended to read:
Subd. 19.
Online learning students.
(a) The average daily membership for a public
school pupil new text begin or a pupil enrolled in a school authorized to receive Tribal contract or grant
aid under section 124D.83 new text end generating online learning average daily membership according
to section 124D.095, subdivision 8, paragraph (b), equals the sum of: (1) the ratio of the
sum of the number of instructional hours the pupil is enrolled in a regular classroom setting
at the enrolling school to the actual number of instructional hours in the school year at the
enrolling school, plus (2) .12 times the initial online learning average daily membership
according to section 124D.095, subdivision 8, paragraph (b).
(b) When the sum of the average daily membership under paragraph (a) and the adjusted
online learning average daily membership under section 124D.095, subdivision 8, paragraph
(b), exceeds the maximum allowed for the student under subdivision 8 or 15, as applicable,
the average daily membership under paragraph (a) shall be reduced by the excess over the
maximum, but shall not be reduced below .12. The adjusted online learning average daily
membership according to section 124D.095, subdivision 8, paragraph (b), shall be reduced
by any remaining excess over the maximum.
Sec. 12.
Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2, is amended
to read:
Subd. 2.
Basic revenue.
The basic revenue for each district equals the formula allowance
times the adjusted pupil units for the school year. The formula allowance for fiscal year
2021 is $6,567. The formula allowance for fiscal year 2022 is $6,728. The formula allowance
for fiscal year 2023 and later is deleted text begin $6,863deleted text end new text begin $7,000new text end .
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 13.
Minnesota Statutes 2020, section 126C.10, subdivision 2a, is amended to read:
Subd. 2a.
Extended time revenue.
new text begin
(a) The extended time allowance is $5,117 for fiscal
years 2022 and 2023. For fiscal year 2024 and later, the extended time allowance equals
the product of $5,117 times the ratio of the formula allowance under subdivision 2 for the
current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
new text end
deleted text begin (a)deleted text end new text begin (b)new text end A school district's extended time revenue is equal to the product of deleted text begin $5,117deleted text end new text begin the
extended time allowancenew text end and the sum of the adjusted pupil units of the district for each pupil
in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05,
subdivision 8.
deleted text begin (b)deleted text end new text begin (c)new text end Extended time revenue for pupils placed in an on-site education program at the
Prairie Lakes Education Center or the Lake Park School, located within the borders of
Independent School District No. 347, Willmar, for instruction provided after the end of the
preceding regular school year and before the beginning of the following regular school year
equals membership hours divided by the minimum annual instructional hours in section
126C.05, subdivision 15, not to exceed 0.20, times the pupil unit weighting in section
126C.05, subdivision 1, times deleted text begin $5,117deleted text end new text begin the extended time allowancenew text end .
new text begin
(d) A school district's summer residential care and treatment extended time revenue
equals the product of the extended time allowance times the sum of the resident summer
residential care and treatment extended time average daily membership, times the pupil unit
weighting in section 126C.05, subdivision 1.
new text end
new text begin
(e) Summer residential care and treatment extended time average daily membership for
resident pupils placed in a residential program for care and treatment, excluding those in
paragraph (b) for instruction after the end of the preceding regular school year and before
the beginning of the following regular school year, equals membership hours divided by
the minimum annual instructional hours in section 126C.05, subdivision 15, not to exceed
0.20.
new text end
new text begin
(f) For fiscal year 2023 and later, the amount of extended time revenue calculated under
this paragraph may not exceed $1,000,000 for each fiscal year.
new text end
deleted text begin (c)deleted text end new text begin (g)new text end A school district's extended time revenue may be used for extended day programs,
extended week programs, summer school, vacation break academies such as spring break
academies and summer term academies, and other programming authorized under the
learning year program.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 14.
Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2e, is amended
to read:
Subd. 2e.
Local optional revenue.
(a) For fiscal year 2021 and later, local optional
revenue for a school district equals the sum of the district's first tier local optional revenue
and second tier local optional revenue. A district's first tier local optional revenue equals
deleted text begin $300deleted text end new text begin the first tier local optional revenue allowancenew text end times the adjusted pupil units of the
district for that school year. A district's second tier local optional revenue equals deleted text begin $424deleted text end new text begin the
second tier local optional revenue allowancenew text end times the adjusted pupil units of the district
for that school year.
new text begin
(b) The first tier local optional revenue allowance is $300 for fiscal years 2022 and 2023.
The first tier local optional revenue allowance for fiscal year 2024 and later equals the
product of $300 times the ratio of the formula allowance under subdivision 2 for the current
fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
new text end
new text begin
(c) The second tier local optional revenue allowance is $424 for fiscal years 2022 and
2023. The second tier local optional revenue allowance for fiscal year 2024 and later equals
the product of $424 times the ratio of the formula allowance under subdivision 2 for the
current fiscal year to the formula allowance under subdivision 2 for fiscal year 2023.
new text end
deleted text begin (b)deleted text end new text begin (d)new text end For fiscal year 2021 and later, a district's local optional levy equals the sum of
the first tier local optional levy and the second tier local optional levy.
deleted text begin (c)deleted text end new text begin (e)new text end A district's first tier local optional levy equals the district's first tier local optional
revenue times the lesser of one or the ratio of the district's referendum market value per
resident pupil unit to $880,000.
deleted text begin (d)deleted text end new text begin (f)new text end For fiscal year 2022, a district's second tier local optional levy equals the district's
second tier local optional revenue times the lesser of one or the ratio of the district's
referendum market value per resident pupil unit to $510,000. For fiscal year 2023, a district's
second tier local optional levy equals the district's second tier local optional revenue times
the lesser of one or the ratio of the district's referendum market value per resident pupil unit
to $548,842. For fiscal year 2024 and later, a district's second tier local optional levy equals
the district's second tier local optional revenue times the lesser of one or the ratio of the
district's referendum market value per resident pupil unit to $510,000.
deleted text begin (e)deleted text end new text begin (g)new text end The local optional levy must be spread on referendum market value. A district
may levy less than the permitted amount.
deleted text begin (f)deleted text end new text begin (h)new text end A district's local optional aid equals its local optional revenue minus its local
optional levy. If a district's actual levy for first or second tier local optional revenue is less
than its maximum levy limit for that tier, its aid must be proportionately reduced.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 15.
Minnesota Statutes 2020, section 126C.10, subdivision 4, is amended to read:
Subd. 4.
Basic skills revenue.
A school district's basic skills revenue equals the sum
of:
(1) compensatory revenue under subdivision 3; plus
(2) English learner revenue under section 124D.65, subdivision 5deleted text begin ; plusdeleted text end new text begin , paragraph (e).
new text end
deleted text begin
(3) $250 times the English learner pupil units under section 126C.05, subdivision 17.
deleted text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 16.
Minnesota Statutes 2020, section 126C.15, subdivision 1, is amended to read:
Subdivision 1.
Use of revenue.
The basic skills revenue under section 126C.10,
subdivision 4, must be reserved and used to meet the educational needs of pupils who enroll
under-prepared to learn and whose progress toward meeting state or local content or
performance standards is below the level that is appropriate for learners of their age. Basic
skills revenue may also be used for programs designed to prepare children and their families
for entry into school whether the student first enrolls in kindergarten or first grade. Any of
the following may be provided to meet these learners' needs:
(1) direct instructional services under the assurance of mastery program according to
section 124D.66;
(2) remedial instruction in reading, language arts, mathematics, other content areas, or
study skills to improve the achievement level of these learners;
(3) additional teachers and teacher aides to provide more individualized instruction to
these learners through individual tutoring, lower instructor-to-learner ratios, or team teaching;
(4) a longer school day or week during the regular school year deleted text begin or through a summer
program that may be offered directly by the site or under a performance-based contract with
a community-based organizationdeleted text end ;
(5) comprehensive and ongoing staff development consistent with district and site plans
according to section 122A.60 and to implement plans under section 120B.12, subdivision
4a, for teachers, teacher aides, principals, and other personnel to improve their ability to
identify the needs of these learners and provide appropriate remediation, intervention,
accommodations, or modifications;
(6) instructional materials, digital learning, and technology appropriate for meeting the
individual needs of these learners;
(7) programs to reduce truancy, encourage completion of high school, enhance
self-concept, provide health services, provide nutrition services, provide a safe and secure
learning environment, provide coordination for pupils receiving services from other
governmental agencies, provide psychological services to determine the level of social,
emotional, cognitive, and intellectual development, and provide counseling services, guidance
services, and social work services;
(8) bilingual programs, bicultural programs, and programs for English learners;
deleted text begin
(9) all-day kindergarten;
deleted text end
deleted text begin (10)deleted text end new text begin (9)new text end early education programs, parent-training programs, school readiness programs,
deleted text begin kindergartendeleted text end new text begin voluntary public prekindergartennew text end programs for four-year-olds, voluntary home
visits under section 124D.13, subdivision 4, and other outreach efforts designed to prepare
children for kindergarten;
deleted text begin (11)deleted text end new text begin (10)new text end extended school day and extended school year programsnew text begin , including summer
programs that may be offered directly by the site or under a performance-based contract
with a community-based organizationnew text end ; and
deleted text begin (12)deleted text end new text begin (11)new text end substantial parent involvement in developing and implementing remedial
education or intervention plans for a learner, including learning contracts between the school,
the learner, and the parent that establish achievement goals and responsibilities of the learner
and the learner's parent or guardian.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 17.
Minnesota Statutes 2020, section 126C.15, subdivision 2, is amended to read:
Subd. 2.
Building allocation.
(a) A district or cooperative must allocate its compensatory
revenue to each school building in the district or cooperative where the children who have
generated the revenue are served unless the school district or cooperative has received
permission under Laws 2005, First Special Session chapter 5, article 1, section 50, to allocate
compensatory revenue according to student performance measures developed by the school
board.
(b) Notwithstanding paragraph (a), a district or cooperative may allocate up to deleted text begin 50deleted text end new text begin 20new text end
percent of the amount of compensatory revenue that the district receives to school sites
according to a plan adopted by the school board. The money reallocated under this paragraph
must be spent for the purposes listed in subdivision 1, but may be spent on students in any
grade, including students attending school readiness or other prekindergarten programs.
(c) For the purposes of this section and section 126C.05, subdivision 3, "building" means
education site as defined in section 123B.04, subdivision 1.
(d) Notwithstanding section 123A.26, subdivision 1, compensatory revenue generated
by students served at a cooperative unit shall be paid to the cooperative unit.
(e) A district or cooperative with school building openings, school building closings,
changes in attendance area boundaries, or other changes in programs or student demographics
between the prior year and the current year may reallocate compensatory revenue among
sites to reflect these changes. A district or cooperative must report to the department any
adjustments it makes according to this paragraph and the department must use the adjusted
compensatory revenue allocations in preparing the report required under section 123B.76,
subdivision 3, paragraph (c).
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 18.
Minnesota Statutes 2020, section 126C.44, is amended to read:
126C.44 SAFE SCHOOLS LEVY.
(a) Each district may make a levy on all taxable property located within the district for
the purposes specified in this section. The maximum amount which may be levied for all
costs under this section shall be equal to $36 multiplied by the district's adjusted pupil units
for the school year.
new text begin (b) new text end The proceeds of the levy must be reserved and used for directly funding the following
purposes or for reimbursing the cities and counties who contract with the district for the
following purposes:
(1) to pay the costs incurred for the salaries, benefits, and transportation costs of peace
officers and sheriffs for liaison in services in the district's schools;
(2) to pay the costs for a drug abuse prevention program as defined in section 609.101,
subdivision 3, paragraph (e), in the elementary schools;
(3) to pay the costs for a gang resistance education training curriculum in the district's
schools;
(4) to pay the costs for security in the district's schools and on school property;
(5) to pay the costs for other crime prevention, drug abuse, student and staff safety,
voluntary opt-in suicide prevention tools, and violence prevention measures taken by the
school district;
(6) to pay costs for licensed school counselors, licensed school nurses, licensed school
social workers, licensed school psychologists, and licensed alcohol and chemical dependency
counselors to help provide early responses to problems;
(7) to pay for facility security enhancements including laminated glass, public
announcement systems, emergency communications devices, and equipment and facility
modifications related to violence prevention and facility security;
(8) to pay for costs associated with improving the school climate; or
(9) to pay costs for colocating and collaborating with mental health professionals who
are not district employees or contractors.
deleted text begin (b)deleted text end new text begin (c)new text end For expenditures under paragraph deleted text begin (a)deleted text end new text begin (b)new text end , clause (1), the district must initially
attempt to contract for services to be provided by peace officers or sheriffs with the police
department of each city or the sheriff's department of the county within the district containing
the school receiving the services. If a local police department or a county sheriff's department
does not wish to provide the necessary services, the district may contract for these services
with any other police or sheriff's department located entirely or partially within the school
district's boundaries.
deleted text begin (c)deleted text end new text begin (d)new text end A school district that is a member of an intermediate school district may include
in its authority under this section the costs associated with safe schools activities authorized
under paragraph deleted text begin (a)deleted text end new text begin (b)new text end for intermediate school district programs. This authority must not
exceed $15 times the adjusted pupil units of the member districts. This authority is in addition
to any other authority authorized under this section. Revenue raised under this paragraph
must be transferred to the intermediate school district.
new text begin
(e) A school district or charter school receiving revenue under this section must annually
report safe schools expenditures to the commissioner in the form and manner specified by
the commissioner. The report must conform to uniform financial and reporting standards
established for this purpose and provide a breakdown by functional area.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 19.
Minnesota Statutes 2020, section 127A.45, subdivision 12a, is amended to read:
Subd. 12a.
Forward shifted aid payments.
One hundred percent of the state aid in
fiscal years 2003 and later received under deleted text begin sectiondeleted text end new text begin sectionsnew text end 124D.87new text begin and 124D.4532new text end must
be paid by the state to the recipient school district on August 30 of that year. The recipient
school district must recognize this aid in the previous fiscal year.
Sec. 20.
Laws 2021, First Special Session chapter 13, article 1, section 9, is amended to
read:
Sec. 9. ENGLISH LEARNER CROSS SUBSIDY REDUCTION AID.
(a) Notwithstanding Minnesota Statutes, section 124D.65, English learner aid is increased
by $2,000,000 deleted text begin per yeardeleted text end for fiscal deleted text begin yearsdeleted text end new text begin yearnew text end 2022deleted text begin , 2023, 2024, and 2025deleted text end . The commissioner
must allocate the aid to each school district and charter school based on the school district's
or charter school's proportionate share of English learner and concentration revenue under
Minnesota Statutes, section 126C.10, subdivision 4, clauses (2) and (3), for the preceding
fiscal year.
(b) Revenue under this section must be used and reserved as basic skills revenue
according to Minnesota Statutes, section 126C.15.
Sec. 21.
Laws 2021, First Special Session chapter 13, article 1, section 9, the effective
date, is amended to read:
EFFECTIVE DATE.
This section is effective for revenue in fiscal year 2022deleted text begin and
expires at the end of fiscal year 2025deleted text end .
Sec. 22.
Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 2,
is amended to read:
Subd. 2.
General education aid.
For general education aid under Minnesota Statutes,
section 126C.13, subdivision 4:
| $ |
deleted text begin
7,569,266,000 deleted text end new text begin 7,487,944,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
7,804,527,000 deleted text end new text begin 7,900,940,000 new text end |
..... |
2023 |
The 2022 appropriation includes $717,326,000 for 2021 and deleted text begin $6,851,940,000deleted text end
new text begin $6,770,618,000 new text end for 2022.
The 2023 appropriation includes deleted text begin $734,520,000deleted text end new text begin $725,349,000new text end for 2022 and
deleted text begin $7,070,007,000deleted text end new text begin $7,175,591,000new text end for 2023.
Sec. 23.
Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 6,
is amended to read:
Subd. 6.
Nonpublic pupil education aid.
For nonpublic pupil education aid under
Minnesota Statutes, sections 123B.40 to 123B.43 and 123B.87:
| $ |
deleted text begin
16,991,000 deleted text end new text begin 16,995,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
17,450,000 deleted text end new text begin 17,553,000 new text end |
..... |
2023 |
The 2022 appropriation includes $1,903,000 for 2021 and deleted text begin $15,088,000deleted text end new text begin $15,092,000new text end for
2022.
The 2023 appropriation includes $1,676,000 for 2022 and deleted text begin $15,774,000deleted text end new text begin $15,877,000new text end for
2023.
Sec. 24.
Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 7,
is amended to read:
Subd. 7.
Nonpublic pupil transportation.
For nonpublic pupil transportation aid under
Minnesota Statutes, section 123B.92, subdivision 9:
| $ |
deleted text begin
19,770,000 deleted text end new text begin 19,384,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
19,906,000 deleted text end new text begin 19,841,000 new text end |
..... |
2023 |
The 2022 appropriation includes $1,910,000 for 2021 and deleted text begin $17,860,000deleted text end new text begin $17,474,000new text end for
2022.
The 2023 appropriation includes deleted text begin $1,984,000deleted text end new text begin $1,941,000 new text end for 2022 and deleted text begin $17,922,000deleted text end new text begin
$17,900,000new text end for 2023.
Sec. 25.
Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision 9,
is amended to read:
Subd. 9.
Career and technical aid
For career and technical aid under Minnesota Statutes,
section 124D.4531, subdivision 1b:
| $ |
deleted text begin
2,668,000 deleted text end new text begin 3,135,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
2,279,000 deleted text end new text begin 2,645,000 new text end |
..... |
2023 |
The 2022 appropriation includes $323,000 for 2021 and deleted text begin $2,345,000deleted text end new text begin $2,812,000new text end for
2022.
The 2023 appropriation includes deleted text begin $260,000deleted text end new text begin $312,000new text end for 2022 and deleted text begin $2,019,000deleted text end new text begin $2,333,000new text end
for 2023.
Sec. 26.
Laws 2021, First Special Session chapter 13, article 1, section 10, subdivision
11, is amended to read:
Subd. 11.
English learner cross subsidy reduction aid.
deleted text begin (a)deleted text end For English learner cross
subsidy reduction aid under section 9:
| $ |
2,000,000 |
..... |
2022 |
|
|
deleted text begin
$ deleted text end |
deleted text begin
2,000,000 deleted text end |
deleted text begin
..... deleted text end |
deleted text begin
2023 deleted text end |
deleted text begin
(b) The base for English learner cross subsidy reduction aid is $2,000,000 for fiscal year
2024, $2,000,000 for fiscal year 2025, and $0 for fiscal year 2026 and later.
deleted text end
Sec. 27. new text begin REPEALER.
new text end
new text begin
Minnesota Statutes 2020, section 124D.4531, subdivision 3a,
new text end
new text begin
is repealed.
new text end
ARTICLE 2
EDUCATION EXCELLENCE
Section 1.
Minnesota Statutes 2020, section 120B.018, is amended by adding a subdivision
to read:
new text begin Subd. 7. new text end
new text begin Personalized, competency-based education. new text end
new text begin
"Personalized, competency-based
education" means a system of learning in which the:
new text end
new text begin
(1) staff and students are empowered to make important decisions about the students'
learning experiences, how the students will create and apply knowledge, and how students
will demonstrate the students' learning;
new text end
new text begin
(2) local assessment is a meaningful, positive, and empowering learning experience for
students that yields timely, relevant, and actionable evidence;
new text end
new text begin
(3) students receive timely, differentiated support based on the students' individual
learning needs;
new text end
new text begin
(4) students' progress is based on evidence of mastery rather than by hours of attendance;
new text end
new text begin
(5) students learn actively using different pathways and varied pacing;
new text end
new text begin
(6) strategies to ensure equity for all students are embedded in the culture, structure, and
pedagogy of schools and education systems; and
new text end
new text begin
(7) rigorous, common expectations for learning, including knowledge, skills, and
dispositions identified in required academic standards, are explicit, transparent, measurable,
and transferable.
new text end
Sec. 2.
Minnesota Statutes 2020, section 120B.02, is amended by adding a subdivision to
read:
new text begin Subd. 1a. new text end
new text begin Personalized, competency-based education. new text end
new text begin
(a) A school district or charter
school may adopt a locally developed competency-based education plan to allow students
to satisfactorily complete both required academic standards under section 120B.021, and
credits under section 120B.024, and advance to higher levels of learning by demonstrating
mastery of required state standards, regardless of the time, place, or pace of learning. The
local plan may be implemented in individual school sites within a school district or
districtwide. Personalized, competency-based education is designed to improve educational
outcomes for students by advancing their mastery of concepts and skills.
new text end
new text begin
(b) A school district or charter school that adopts a personalized, competency-based
education plan must include a description in its long-term strategic plan under section
120B.11 or annual public report under section 124E.16 and post on the website information
on how:
new text end
new text begin
(1) the plan's components satisfy required state standards and the goals included in the
world's best workforce plan under section 120B.11;
new text end
new text begin
(2) competencies include explicit and measurable student learning objectives aligned to
required and elective state standards and benchmarks;
new text end
new text begin
(3) students master competencies along a personalized and flexible pathway. A student
may demonstrate mastery of competencies through successful performance of the
competencies, application of the competencies, or both;
new text end
new text begin
(4) local assessments are used to personalize learning experiences for a student; and
new text end
new text begin
(5) students receive timely and personalized support based on individual learning needs.
new text end
new text begin
(c) A school district or charter school with a personalized, competency-based education
plan must administer the required statewide assessments to all students in the appropriate
grade levels consistent with section 120B.30.
new text end
new text begin
(d) Average daily membership for a student participating in a personalized,
competency-based education is subject to the limits under section 126C.05, subdivision 8.
new text end
Sec. 3.
Minnesota Statutes 2020, section 120B.12, is amended to read:
120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE
3.
Subdivision 1.
Literacy goal.
The legislature seeks to have every child reading at or
above grade level new text begin beginning in kindergarten and new text end no later than the end of grade 3, including
English learners, and that teachers provide deleted text begin comprehensive, scientifically baseddeleted text end new text begin
evidence-basednew text end reading instruction new text begin through a multitiered system of support and based in
the science of reading by 2027. Instruction must focus on student mastery of the foundational
reading skills of phonemic awareness, phonics, and fluency, as well as the development of
oral language and vocabulary and reading comprehension skills. Students must receive
evidenced-based instruction based in the science of reading that is proven to effectively
teach children to read new text end consistent with section 122A.06, subdivision 4.
Subd. 2.
Identification; report.
(a) Each school district must identify before the end of
kindergarten, grade 1, and grade 2 all students who are not deleted text begin reading at grade leveldeleted text end new text begin
demonstrating mastery of foundational reading skills, including phonemic awareness,
phonics, decoding, and fluency, using a screening tool approved by the Department of
Educationnew text end . Students identified as not deleted text begin reading at grade leveldeleted text end new text begin demonstrating mastery of
foundational reading skillsnew text end by the end of kindergarten, grade 1, and grade 2 must be screened,
deleted text begin in a locally determined mannerdeleted text end new text begin using a tool approved by the Department of Educationnew text end , for
characteristics of dyslexianew text begin and screening data must be submitted to the Department of
Education in the form and manner prescribed by the commissionernew text end .
(b) Students in grade 3 or higher who demonstrate a reading difficulty to a classroom
teacher must be screened, deleted text begin in a locally determined mannerdeleted text end new text begin using a tool approved by the
Department of Educationnew text end , for new text begin deficits in foundational reading skills and new text end characteristics of
dyslexia, unless a different reason for the reading difficulty has been identified.
(c) Reading assessments in English, and in the predominant languages of district students
where practicable, must identify and evaluate students' areas of academic need related to
literacy. The district also must monitor the progress and provide reading instruction
appropriate to the specific needs of English learners. The district must use deleted text begin a locally adopted,deleted text end new text begin
tools approved by the Department of Education that arenew text end developmentally appropriate, and
culturally responsive deleted text begin assessmentdeleted text end new text begin assessmentsnew text end and annually report summary assessment
results to the commissioner by July 1.
(d) The district also must annually report to the commissioner by new text begin December 15 and new text end July
1 a summary of the district's efforts to screen and identify students who demonstrate
characteristics of dyslexia using screening toolsnew text begin approved by the Department of Educationnew text end
such as those recommended by the department's dyslexia specialist. With respect to students
screened or identified under paragraph (a), the report must include:
(1) a summary of the district's efforts to screen for dyslexia;
(2) the number of students screened for that reporting year; and
(3) the number of students demonstrating characteristics of dyslexia for that year.
(e) A student identified under this subdivision must be provided with alternate instruction
under section 125A.56, subdivision 1.
Subd. 2a.
Parent notification and involvement.
Schools, deleted text begin at least annuallydeleted text end new text begin on a quarterly
basisnew text end , must give the parent of each student who is not reading at or above grade level timely
information about:
(1) the student's reading proficiencynew text begin , including student performance on foundational
reading skills and whether the student has been identified as demonstrating characteristics
of dyslexia,new text end as measured by a deleted text begin locally adopted assessmentdeleted text end new text begin tool approved by the Department
of Educationnew text end ;
(2) reading-related services currently being provided new text begin within a multitiered system of
support framework new text end to the studentnew text begin , specific curricula being used, the training and licensure
of the teacher providing these services, how these services address identified skill deficits,new text end
and new text begin how new text end the student's progressnew text begin will be monitorednew text end ; and
(3) strategies for parents to use at home in helping their student succeed in becoming
grade-level proficient in reading in English and in their native language.
A district may not use this section to deny a student's right to a special education
evaluation.
Subd. 3.
Intervention.
(a) For each student identified under subdivision 2, the district
shall provide reading intervention to accelerate student growth and reach the goal of reading
at or above grade level by the end of the current grade and school year. If a student does
not read at or above grade level by the end of deleted text begin grade 3deleted text end new text begin the current school yearnew text end , the district
must continue to provide reading intervention until the student reads at grade level. District
intervention methods deleted text begin shall encouragedeleted text end new text begin must includenew text end family engagement and, where possible,
collaboration with appropriate school and community programsnew text begin that specialize in
evidence-based instructional practices based in the science of reading and emphasis on
mastery of foundational reading skills, including phonemic awareness, phonics, decoding,
and fluencynew text end . Intervention methods new text begin must be taught by a certified or licensed reading specialist
and new text end may include, but are not limited to, requiring attendance in summer school, intensified
reading instruction that may require that the student be removed from the regular classroom
for part of the school day, extended-day programs, or programs that strengthen students'
cultural connections.
(b) A school district or charter school deleted text begin is strongly encouraged todeleted text end new text begin mustnew text end provide a personal
learning plan for a student who is unable to demonstrate grade-level proficiency, as measured
by deleted text begin the statewide reading assessment in grade 3deleted text end new text begin state-approved progress monitoring tools in
kindergarten through grade 3new text end . The district or charter school must determine the format of
the personal learning plan in collaboration with the student's educators and other appropriate
professionals. The school must develop the learning plan in consultation with the student's
parent or guardian. The personal learning plan must address knowledge gaps and skill
deficiencies through strategies such as specific exercises and practices during and outside
of the regular school day, periodic assessments, and reasonable timelines. deleted text begin The personal
learning plan may include grade retention, if it is in the student's best interest.deleted text end A school
must maintain and regularly update and modify the personal learning plan until the student
reads at grade level. This paragraph does not apply to a student under an individualized
education program.
Subd. 4.
Staff development.
Each district shall use the data under subdivision 2 to
identify the staff development needs so that:
(1) elementary teachers new text begin and early childhood educators, where appropriate, new text end are able to
implement comprehensive, scientifically based reading and oral language instruction new text begin based
in the science of reading. Instruction provided by elementary teachers must include explicit,
systematic instruction new text end in the five reading areas of phonemic awareness, phonics, fluency,
vocabulary, and comprehension as defined in section 122A.06, subdivision 4, and other
literacy-related areas including writing until the student achieves grade-level reading
proficiencynew text begin . Instruction provided by early childhood educators must include explicit,
systematic instruction in phonological and phonemic awareness, oral language, including
listening comprehension and vocabulary, and letter-sound correspondencenew text end ;
(2) elementary teachers new text begin and early childhood educators, where appropriate, new text end have sufficient
training to provide comprehensive, scientifically based reading and oral language instruction
new text begin based in the science of reading new text end that meets students' developmental, linguistic, and literacy
needsnew text begin , including foundational reading skills,new text end using the intervention methods or programs
selected by the district for the identified students;
(3) deleted text begin licensed teachers employed by the district have regular opportunities to improve
reading and writing instructiondeleted text end new text begin by July 1, 2027, all public school kindergarten through grade
3 teachers and support staff employed by the school district must be offered training and
provided ongoing coaching in the science of reading using a training program approved by
the Department of Education and must be funded with literacy incentive aid received annually
by districts under section 124D.98new text end ;
(4) licensed teachers recognize students' diverse needs in cross-cultural settings and are
able to serve the oral language and linguistic needs of students who are English learners by
maximizing strengths in their native languages in order to cultivate students' English language
development, including oral academic language development, and build academic literacy;
and
(5) licensed teachers are well trained in culturally responsive pedagogy that enables
students to master content, develop skills to access content, and build relationships.
Subd. 4a.
Local literacy plan.
(a) Consistent with this section, a school district must
deleted text begin adoptdeleted text end new text begin submitnew text end a local literacy plan new text begin using the template provided by the Department of
Education, new text end to have every child new text begin in kindergarten through grade 3 developing early literacy
skills and new text end reading at or above grade level no later than the end of grade 3, including English
learners. The plan must be consistent with section 122A.06, subdivision 4, and include the
following:
(1) a process new text begin within a multitiered system of support framework new text end to assess students' level
of reading proficiency and deleted text begin data to support the effectiveness of an assessment used to screen
and identify a student's level of reading proficiencydeleted text end new text begin foundational reading skills that are
characteristic of dyslexianew text end ;
(2) a process to notify and deleted text begin involvedeleted text end new text begin partner withnew text end parentsnew text begin to promote developmentally
appropriate and culturally relevant language and literacy support at homenew text end ;
(3) a description of new text begin the data-based decision-making process within the multitiered system
of support framework for new text end how schools in the district will determine the deleted text begin properdeleted text end new text begin appropriatenew text end
readingnew text begin instruction andnew text end intervention deleted text begin strategy for a studentdeleted text end new text begin to meet the identified student's
needsnew text end and the new text begin progress monitoring new text end process for intensifying or modifying the reading deleted text begin strategydeleted text end new text begin
instruction and interventionnew text end in order to obtain measurable deleted text begin readingdeleted text end progress;
(4) new text begin a process within a multitiered system of support framework to implement explicit,
systematic, new text end evidence-based intervention methodsnew text begin based in the science of reading new text end for students
who new text begin demonstrate foundational reading skills deficits or new text end are not reading at or above grade
level deleted text begin and progress monitoring to provide information on the effectiveness of the interventiondeleted text end new text begin .
Intervention methods may not include the three-cueing system. Progress monitoring must
be completed to provide information on the effectiveness of the interventionnew text end ; deleted text begin and
deleted text end
new text begin
(5) a process to screen and identify students with characteristics of dyslexia as required
by section 120B.12; and
new text end
deleted text begin (5)deleted text end new text begin (6)new text end identification of staff development needs, including a deleted text begin programdeleted text end new text begin plannew text end to meet those
needs.
(b) The district must post its literacy plan on the official school district website.
Subd. 5.
Commissioner.
The commissioner shall deleted text begin recommend to districts multiple
assessment toolsdeleted text end new text begin provide a menu of state-approved assessment tools that are aligned to the
English language arts state academic standards and to early childhood indicators of progressnew text end
to assist districts and teachers with identifying students under subdivision 2. The
commissioner shall also make available deleted text begin examples of nationally recognized and research-based
instructional methods or programs to districts to providedeleted text end new text begin opportunities for teachers to be
trained in the science of reading in order to ensure the instruction being provided isnew text end
comprehensive, scientifically based reading instruction and intervention under this section.
Sec. 4.
Minnesota Statutes 2020, section 122A.06, subdivision 4, is amended to read:
Subd. 4.
Comprehensive, scientifically based reading instruction.
(a) "Comprehensive,
scientifically based reading instruction" includes a program or collection of instructional
practices that is based on valid, replicable evidence showing that when these programs or
practices are used, students can be expected to achieve, at a minimum, satisfactory reading
progress. The program or collection of practices must include, at a minimum, effective,
deleted text begin balanceddeleted text end new text begin explicit, systematic new text end instruction new text begin based in the science of reading with instruction
new text end in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development,
and reading comprehension.
Comprehensive, scientifically based reading instruction deleted text begin alsodeleted text end new text begin occurs within a multitiered
system of support framework. A multitiered system of supportnew text end includes and integrates
instructional strategies for continuously assessing, evaluating, and communicating the
student's reading progress and needs in order to design and implement ongoing new text begin instruction
and new text end interventions new text begin based in the science of reading new text end so that students of all ages and proficiency
levels can read and comprehend text, write, and apply higher level thinking skills. new text begin Instruction
within a multitiered system of support framework includes core, supplemental, and intensive
reading instruction used at each grade level, including prekindergarten through third grade,
and must be designed around teaching the five foundational reading skills based in the
science of reading. new text end For English learners developing literacy skills, districts are encouraged
to use strategies that teach reading and writing in the students' native language and English
at the same time.
new text begin
(b) For the purposes of this subdivision, the following terms have the meanings given:
new text end
deleted text begin (b)deleted text end new text begin (1)new text end "Fluency" deleted text begin isdeleted text end new text begin meansnew text end the ability of students to read text with speed, accuracy, and
proper expression.
deleted text begin (c)deleted text end new text begin (2)new text end "Phonemic awareness" deleted text begin isdeleted text end new text begin meansnew text end the ability of students to notice, think about, and
manipulate individual sounds in spoken syllables and words.
new text begin
(3) "Phonics instruction" means the explicit, systematic, and direct instruction of the
relationships between letters and the sounds they represent and the application of this
knowledge in reading and spelling.
new text end
deleted text begin (d)deleted text end new text begin (4)new text end "Phonics" deleted text begin isdeleted text end new text begin meansnew text end the understanding that there are systematic and predictable
relationships between written letters and spoken words. Phonics instruction is a way of
teaching reading that stresses learning how letters correspond to sounds and how to apply
this knowledge in reading and spelling.
deleted text begin (e)deleted text end new text begin (5)new text end "Reading comprehension" deleted text begin isdeleted text end new text begin meansnew text end an active process that requires intentional
thinking during which meaning is constructed through interactions between text and reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning through
intentional, problem-solving thinking processes.
deleted text begin (f)deleted text end new text begin (6)new text end "Vocabulary development" deleted text begin isdeleted text end new text begin meansnew text end the process of teaching vocabulary both
directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning
in rich contexts, incidental learning, and use of computer technology enhance the acquiring
of vocabulary.
new text begin
(7) "Foundational reading skills" means phonological and phonemic awareness, phonics
or decoding, and fluency. Foundational reading skills appropriate to each grade level must
be mastered in kindergarten, grade 1, and grade 2. Struggling readers in grade 3 and higher
who demonstrate deficits in foundational reading skills may require explicit, systematic
instruction to reach mastery.
new text end
new text begin
(8) A "multitiered system of support" means a systematic preventative approach that
addresses the academic, behavioral, and social-emotional needs of all students at the core
(universal), targeted (Tier I), and intensive (Tier II) levels. Through a multitiered system
of support a teacher must provide high quality, scientifically based or evidence-based
instruction and intervention that is matched to a student's needs; uses a method monitoring
progress frequently to inform decisions about instruction and goals; and applies data literacy
skills to educational decision making.
new text end
new text begin
(c) Beginning in the 2022-2023 school year, a public school district or charter school
must transition away from a program of instruction for students in kindergarten through
grade 2 that is based in any practice or intervention program that uses:
new text end
new text begin
(1) visual memory as the primary basis for teaching word recognition; or
new text end
new text begin
(2) the three-cueing system model of reading based on meaning, structure and syntax,
and visual, which is also known as "MSV."
new text end
deleted text begin (g)deleted text end new text begin (d)new text end Nothing in this subdivision limits the authority of a school district to select a
school's reading program or curriculum.
Sec. 5.
Minnesota Statutes 2020, section 124D.095, subdivision 7, is amended to read:
Subd. 7.
Department of Education.
(a) The department must review and approve or
disapprove online learning providers within 90 calendar days of receiving an online learning
provider's completed application. The commissioner, using research-based standards of
quality for online learning programs, must review all approved online learning providers
on a cyclical three-year basis. Approved online learning providers annually must submit
program data to, confirm statements of assurances for, and provide program updates including
a current course list to the commissioner.
(b) The online learning courses and programs must be rigorous, aligned with state
academic standards, and contribute to grade progression in a single subject. The online
learning provider, other than a digital learning provider offering digital learning to its enrolled
students only under subdivision 4, paragraph (d), must give the commissioner written
assurance that: (1) all courses meet state academic standards; and (2) the online learning
curriculum, instruction, and assessment, expectations for actual teacher-contact time or
other student-to-teacher communication, and academic support meet nationally recognized
professional standards and are described as such in an online learning course syllabus that
meets the commissioner's requirements. Once an online learning provider is approved under
this paragraph, all of its online learning course offerings are eligible for payment under this
section unless a course is successfully challenged by an enrolling district or the department
under paragraph (c).
(c) An enrolling district may challenge the validity of a course offered by an online
learning provider. The department must review such challenges based on the approval
procedures under paragraph (b). The department may initiate its own review of the validity
of an online learning course offered by an online learning provider.
(d) The department may collect a fee not to exceed $250 for approving online learning
providers or $50 per course for reviewing a challenge by an enrolling district.
(e) The department must develop, publish, and maintain a list of online learning providers
that it has reviewed and approved.
(f) The department may review a complaint about an online learning provider, or a
complaint about a provider based on the provider's response to notice of a violation. If the
department determines that an online learning provider violated a law or rule, the department
may:
(1) create a compliance plan for the provider; or
(2) withhold funds from the provider under sections 124D.095, 124E.25, and 127A.42.
The department must notify an online learning provider in writing about withholding funds
and provide detailed calculations.
new text begin
(g) An online learning program fee administration account is created in the special
revenue fund. Funds retained under paragraph (d) shall be deposited in the account. Money
in the account is appropriated to the commissioner for costs associated with administering
and monitoring online and digital learning programs.
new text end
Sec. 6.
Minnesota Statutes 2020, section 124D.231, is amended to read:
124D.231 FULL-SERVICE COMMUNITY SCHOOLS.
Subdivision 1.
Definitions.
For the purposes of this section, the following terms have
the meanings given them.
(a) "Community organization" means a nonprofit organization that has been in existence
for three years or more and serves persons within the community surrounding the covered
school site on education and other issues.
(b) "Community school consortium" means a group of schools and community
organizations that propose to work together to plan and implement community school
programming.
(c) "Community school programming" means services, activities, and opportunities
described under subdivision 2, paragraph deleted text begin (g)deleted text end new text begin (f)new text end .
new text begin
(d) "Community-wide full-service community school leadership team" means a
district-level team that is responsible for guiding the vision, policy, resource alignment,
implementation, oversight, and goal setting for community school programs within the
district. This team shall include representatives from the district; teachers, school leaders,
students, and family members from the eligible schools; community members; system-level
partners that include representatives from government agencies, relevant unions, and
nonprofit and other community-based partners; and, if applicable, the full-service community
school initiative director.
new text end
new text begin
(e) "Full-service community school initiative director" means a director responsible for
coordinating districtwide administrative and leadership assistance to community school
sites and site coordinators including chairing the district's community-wide full-service
community school leadership team, site coordinator support, data gathering and evaluation,
administration of partnership and data agreements, contracts and procurement, and grants.
new text end
deleted text begin (d)deleted text end new text begin (f)new text end "High-quality child care or early childhood education programming" means
educational programming for preschool-aged children that is grounded in research, consistent
with best practices in the field, and provided by licensed teachers.
deleted text begin (e)deleted text end new text begin (g)new text end "School site" means a school site at which an applicant has proposed or has been
funded to provide community school programming.
deleted text begin (f)deleted text end new text begin (h)new text end "Site coordinator" deleted text begin is an individualdeleted text end new text begin means a full-time staff member serving one
eligible schoolnew text end who is responsible for deleted text begin aligningdeleted text end new text begin the identification, implementation, and
coordination ofnew text end programming deleted text begin withdeleted text end new text begin to addressnew text end the needs of the school community identified
in the baseline analysis.
Subd. 2.
Full-service community school program.
(a) The commissioner shall provide
funding to new text begin districts and charter schools with new text end eligible school sites to plan, implement, and
improve full-service community schools. Eligible school sites must meet one of the following
criteria:
(1) the school is on a development plan for continuous improvement under section
120B.35, subdivision 2; deleted text begin or
deleted text end
(2) the school is in a district that has an achievement and integration plan approved by
the commissioner of education under sections 124D.861 and 124D.862deleted text begin .deleted text end new text begin ; or
new text end
new text begin
(3) the school is part of an intermediate district organized under Minnesota Statutes,
section 136D.01.
new text end
(b) deleted text begin An eligible school site may receive up to $150,000 annually.deleted text end new text begin Districts and charter
schools may receive up to:
new text end
new text begin
(1) $150,000 for each eligible school available for up to one year to fund planning
activities including convening a full-service community school leadership team, facilitating
family and community stakeholder engagement, conducting a baseline analysis, and creating
a full-service community school plan. At the end of this period, the school must submit a
full-service community school plan, pursuant to paragraphs (d) and (e); and
new text end
new text begin (2) $200,000 annually for each eligible school for up to three years of implementation
of a full-service community school plan, pursuant to paragraphs (f) and (g). new text end School sites
receiving funding under this section shall hire or contract with a partner agency to hire a
site coordinator to coordinate services at each covered school site.new text begin Districts or charter schools
receiving funding under this section for three or more schools shall provide or contract with
a partner agency to provide a full-service community school initiative director.
new text end
deleted text begin
(c) Of grants awarded, implementation funding of up to $20,000 must be available for
up to one year for planning for school sites. At the end of this period, the school must submit
a full-service community school plan, pursuant to paragraph (g). If the site decides not to
use planning funds, the plan must be submitted with the application.
deleted text end
deleted text begin (d)deleted text end new text begin (c)new text end The commissioner shall consider additional school factors when dispensing funds
including: schools with significant populations of students receiving free or reduced-price
lunches; significant homeless and highly mobile rates; deleted text begin anddeleted text end equity among urban, suburban,
and greater Minnesota schoolsnew text begin ; and demonstrated success implementing full-service
community school programmingnew text end .
deleted text begin (e)deleted text end new text begin (d)new text end A school site must establish a new text begin full-service community new text end school leadership team
responsible for developing school-specific programming goals, assessing program needs,
and overseeing the process of implementing deleted text begin expanded programming at each covered sitedeleted text end new text begin
the full-service community school plan and evidence-based modelnew text end . The new text begin full-service
community new text end school leadership team shall have deleted text begin betweendeleted text end new text begin at leastnew text end 12 deleted text begin to 15deleted text end members and shall
meet the following requirements:
(1) at least 30 percent of the members are parentsnew text begin , guardians, or studentsnew text end and 30 percent
of the members are deleted text begin teachersdeleted text end new text begin educatorsnew text end at the school site and must include the school principal
and representatives from partner agencies; and
(2) the new text begin full-service community new text end school leadership team must be responsible for overseeing
the baseline analyses under paragraph deleted text begin (f)deleted text end new text begin (e) and the creation of a full-service community
school plan under paragraphs (f) and (g)new text end .
new text begin (3) new text end a new text begin full-service community new text end school leadership team must new text begin meet at least quarterly and
new text end have ongoing responsibility for monitoring the development and implementation of
full-service community school operations and programming at the school site and shall
issue recommendations to deleted text begin schoolsdeleted text end new text begin school administrationnew text end on a regular basis and summarized
in an annual new text begin full-service community school review new text end reportnew text begin under subdivision 3, paragraph
(a)new text end . deleted text begin These reports shall also be made available to the public at the school site and on school
and district websites.
deleted text end
deleted text begin (f)deleted text end new text begin (e)new text end School sites must complete a baseline analysis prior to deleted text begin beginning programming
asdeleted text end new text begin the creation ofnew text end a full-service community schoolnew text begin plannew text end . The analysis shall include:
(1) a baseline analysis of needs at the school site, led by the school leadership team,
deleted text begin which shall includedeleted text end new text begin includingnew text end the following elements:
(i) identification of challenges facing the school;
(ii) analysis of the student body, including:
(A) number and percentage of students with disabilities and needs of these students;
(B) number and percentage of students who are English learners and the needs of these
students;
(C) number of students who are homeless or highly mobile; deleted text begin and
deleted text end
(D) number and percentage of students receiving free or reduced-price lunch and the
needs of these students;new text begin and
new text end
new text begin
(E) number and percentage of students by race and ethnicity;
new text end
(iii) analysis of enrollment and retention rates for students with disabilities, English
learners, homeless and highly mobile students, and students receiving free or reduced-price
lunch;
(iv) analysis of suspension and expulsion data, including the justification for such
disciplinary actions and the degree to which particular populations, including, but not limited
to, new text begin American Indian students and new text end students of color, students with disabilities, students who
are English learners, and students receiving free or reduced-price lunch are represented
among students subject to such actions;
(v) analysis of school achievement data disaggregated by major demographic categories,
including, but not limited to, race, ethnicity, English learner status, disability status, and
free or reduced-price lunch status;
(vi) analysis of current parent engagement strategies and their success; and
(vii) evaluation of the need for and availability of deleted text begin wraparound servicesdeleted text end new text begin full-service
community school activitiesnew text end , including, but not limited to:
deleted text begin
(A) mechanisms for meeting students' social, emotional, and physical health needs,
which may include coordination of existing services as well as the development of new
services based on student needs; and
deleted text end
deleted text begin
(B) strategies to create a safe and secure school environment and improve school climate
and discipline, such as implementing a system of positive behavioral supports, and taking
additional steps to eliminate bullying;
deleted text end
new text begin
(A) integrated student supports that address out-of-school barriers to learning through
partnerships with social and health service agencies and providers, and may include medical,
dental, vision care, and mental health services, or counselors to assist with housing,
transportation, nutrition, immigration, or criminal justice issues;
new text end
new text begin
(B) enriched learning time and opportunities, including before-school, after-school,
weekend, and summer programs that provide additional academic instruction, individualized
academic support, enrichment activities, and learning opportunities that emphasize real-world
learning and community problem solving and may include art, music, drama, creative
writing, hands-on experience with engineering or science, tutoring and homework help, or
recreational programs that enhance and are consistent with the school's curriculum;
new text end
new text begin
(C) active family, student, and community engagement that brings students' families
and the community into the school as partners in children's education and makes the school
a neighborhood hub, providing adults with educational opportunities that may include adult
English as a second language classes, computer skills, art, or other programs that bring
community members into the school for meetings or events; and
new text end
new text begin
(D) collaborative leadership and practices that build a culture of professional learning,
collective trust, and shared responsibility and include a school-based full-service community
school leadership team, a full-service community school site coordinator, a full-service
community school initiative director, a community-wide leadership team, other leadership
or governance teams, teacher learning communities, or other staff to manage the joint work
of school and community organizations;
new text end
(2) a baseline analysis of community assets deleted text begin and a strategic plan for utilizing and aligning
identified assets. This analysis should include, but is not limited to,deleted text end new text begin includingnew text end a documentation
of individuals in the community, faith-based organizations, community and neighborhood
associations, colleges, hospitals, libraries, businesses, and social service agencies deleted text begin whodeleted text end new text begin thatnew text end
may be able to provide support and resources; and
(3) a baseline analysis of needs in the community surrounding the schooldeleted text begin , led by the
school leadership team,deleted text end includingdeleted text begin , but not limited todeleted text end :
(i) the need for high-quality, full-day child care and early childhood education programs;
(ii) the need for physical and mental health care services for children and adults; and
(iii) the need for job training and other adult education programming.
deleted text begin (g)deleted text end new text begin (f)new text end Each school site receiving funding under this section must deleted text begin establishdeleted text end new text begin develop a
full-service community school plan that utilizes and aligns district and community assets
and establishes services innew text end at least two of the following types of programming:
(1) early childhood:
(i) early childhood education; and
(ii) child care services;
(2) academic:
(i) academic support and enrichment activities, including expanded learning time;
(ii) summer or after-school enrichment and learning experiences;
(iii) job training, internship opportunities, and career counseling services;
(iv) programs that provide assistance to students who have been new text begin chronically absent,
new text end truant, suspended, or expelled; deleted text begin and
deleted text end
(v) specialized instructional support services;
new text begin
(vi) social-emotional learning;
new text end
new text begin
(vii) culturally sustaining instruction;
new text end
new text begin
(viii) civic learning and leadership opportunities; and
new text end
new text begin
(ix) community-based learning opportunities;
new text end
(3) deleted text begin parental involvementdeleted text end new text begin engaging familiesnew text end :
(i) programs that deleted text begin promote parental involvement anddeleted text end new text begin link families to their child's learning
such asnew text end family literacy;
(ii) deleted text begin parentdeleted text end new text begin familynew text end leadership development activitiesnew text begin that empower and strengthen families
and communities, provide volunteer opportunities, or promote inclusion in school-based
leadership teamsnew text end ; deleted text begin and
deleted text end
(iii) parenting education activities;
new text begin
(iv) designating space where families may meet with school staff and each other; and
new text end
new text begin
(v) designating staff at the school site to meet with families and educators to build dual
capacities for family-school partnerships;
new text end
(4) mental and physical health:
(i) mentoring and other youth development programs, including peer mentoring and
conflict mediation;
(ii) juvenile crime prevention and rehabilitation programs;
(iii) home visitation services by teachers and other professionals;
(iv) developmentally appropriate physical education;
(v) nutrition services;
(vi) primary health and dental care; and
(vii) mental health counseling services;
(5) community involvement:
(i) service and service-learning opportunities;
(ii) adult education, including instruction in English as a second language; and
(iii) homeless prevention services;
(6) positive discipline practices; and
(7) other programming designed to meet school and community needs identified in the
baseline analysis and reflected in the full-service community school plan.
deleted text begin (h)deleted text end new text begin (g)new text end The new text begin full-service community new text end school leadership team at each school site must
develop a full-service community school plan detailing the steps the school leadership team
will take, including:
(1) timely establishment and consistent operation of the school leadership team;
(2) maintenance of attendance records in all programming components;
(3) maintenance of measurable data showing annual participation and the impact of
programming on the participating children and adults;
(4) documentation of meaningful and sustained collaboration between the school and
community stakeholders, including local governmental units, civic engagement organizations,
businesses, and social service providers;
(5) establishment and maintenance of partnerships with institutions, such as universities,
hospitals, museums, or not-for-profit community organizations to further the development
and implementation of community school programming;
(6) ensuring compliance with the district nondiscrimination policy; and
(7) plan for school leadership team development.
Subd. 3.
Full-service community school review.
(a) deleted text begin Every three years,deleted text end A full-service
community school site must submit to the commissioner, and make available at the school
site and online, a report describing efforts to integrate community school programming at
each deleted text begin covereddeleted text end new text begin currently fundednew text end school site and the effect of the transition to a full-service
community school on participating children and adults. This report shall include, but is not
limited to, the following:
deleted text begin
(1) an assessment of the effectiveness of the school site in development or implementing
the community school plan;
deleted text end
new text begin
(1) the effectiveness of the school or the community school consortium in implementing
the full-service community school plan, including the effectiveness of the community plan
to address needs identified during the needs assessment process, the degree to which the
school site navigated difficulties encountered in the design and operation of the full-service
community school plan, including identification of any federal, state, or local statute or
regulation impeding program implementation;
new text end
new text begin
(2) the extent to which the project has produced lessons about ways to improve delivery
of community school programming to students;
new text end
deleted text begin (2)deleted text end new text begin (3)new text end problems encountered in the design and execution of the community school plan,
including identification of any federal, state, or local statute or regulation impeding program
implementation;
deleted text begin (3)deleted text end new text begin (4)new text end the operation of the school leadership team and its contribution to successful
execution of the community school plan;
deleted text begin (4)deleted text end new text begin (5)new text end recommendations for improving delivery of community school programming to
students and families;
deleted text begin (5)deleted text end new text begin (6)new text end the number and percentage of students receiving community school programming
who had not previously been served;
deleted text begin (6)deleted text end new text begin (7)new text end the number and percentage of nonstudent community members receiving
community school programming who had not previously been served;
deleted text begin
(7) improvement in retention among students who receive community school
programming;
deleted text end
(8) improvement in academic achievement among students who receive community
school programming;
new text begin
(9) improvement in student attendance; course completion, grades, or other interim
measures of academic achievement; and student discipline incidents;
new text end
deleted text begin (9)deleted text end new text begin (10)new text end changes in student's readiness to enter school, active involvement in learning
and in their community, physical, social and emotional health, and student's relationship
with the school and community environment;
deleted text begin
(10) an accounting of anticipated local budget savings, if any, resulting from the
implementation of the program;
deleted text end
deleted text begin
(11) improvements to the frequency or depth of families' involvement with their children's
education;
deleted text end
deleted text begin (12)deleted text end new text begin (11)new text end assessment of new text begin family, new text end community deleted text begin stakeholderdeleted text end new text begin member, community institution,
and, where appropriate, studentnew text end satisfactionnew text begin over the duration of the grantnew text end ;
deleted text begin
(13) assessment of institutional partner satisfaction;
deleted text end
new text begin
(12) a summary of how stakeholders were engaged in the planning and implementation
process;
new text end
new text begin
(13) a summary of new or expanded community partnerships that formed as a result of
the grant;
new text end
(14) the ability, or anticipated ability, of the school site and partners to continue to
provide services in the absence of future funding under this section;new text begin and
new text end
(15) increases in access to services for students and their familiesdeleted text begin ; anddeleted text end new text begin .
new text end
deleted text begin
(16) the degree of increased collaboration among participating agencies and private
partners.
deleted text end
(b) Reports submitted under this section shall be evaluated by the commissioner with
respect to the deleted text begin following criteria:deleted text end new text begin clauses in paragraph (a).
new text end
deleted text begin
(1) the effectiveness of the school or the community school consortium in implementing
the full-service community school plan, including the degree to which the school site
navigated difficulties encountered in the design and operation of the full-service community
school plan, including identification of any federal, state, or local statute or regulation
impeding program implementation;
deleted text end
deleted text begin
(2) the extent to which the project has produced lessons about ways to improve delivery
of community school programming to students;
deleted text end
deleted text begin
(3) the degree to which there has been an increase in the number or percentage of students
and nonstudents receiving community school programming;
deleted text end
deleted text begin
(4) the degree to which there has been an improvement in retention of students and
improvement in academic achievement among students receiving community school
programming;
deleted text end
deleted text begin
(5) local budget savings, if any, resulting from the implementation of the program;
deleted text end
deleted text begin
(6) the degree of community stakeholder and institutional partner engagement;
deleted text end
deleted text begin
(7) the ability, or anticipated ability, of the school site and partners to continue to provide
services in the absence of future funding under this section;
deleted text end
deleted text begin
(8) increases in access to services for students and their families; and
deleted text end
deleted text begin
(9) the degree of increased collaboration among participating agencies and private
partners.
deleted text end
Sec. 7.
Minnesota Statutes 2020, section 124D.74, subdivision 3, is amended to read:
Subd. 3.
Enrollment of other children; shared time enrollment.
To the extent deleted text begin it is
economically feasibledeleted text end new text begin that the unique educational and culturally related academic needs of
American Indian people are met and American Indian student accountability factors are the
same or higher than their non-American Indian peersnew text end , a district or participating school may
make provision for the voluntary enrollment of non-American Indian children in the
instructional components of an American Indian education program in order that they may
acquire an understanding of the cultural heritage of the American Indian children for whom
that particular program is designed. However, in determining eligibility to participate in a
program, priority must be given to American Indian children. American Indian children
and other children enrolled in an existing nonpublic school system may be enrolled on a
shared time basis in American Indian education programs.
Sec. 8.
Minnesota Statutes 2020, section 124D.81, subdivision 1, is amended to read:
Subdivision 1.
Procedures.
A school district, charter school, or American
Indian-controlled Tribal contract or grant school enrolling at least 20 American Indian
students on October 1 of the previous school year deleted text begin and operating an American Indian
education program according to section 124D.74deleted text end is eligible for new text begin American new text end Indian education
aid if it meets the requirements of this section. Programs may provide for contracts for the
provision of program components by nonsectarian nonpublic, community, Tribal, charter,
or alternative schools. The commissioner shall prescribe the form and manner of application
for aids, and no aid shall be made for a program not complying with the requirements of
sections 124D.71 to 124D.82.
Sec. 9.
Minnesota Statutes 2020, section 124D.81, subdivision 2, is amended to read:
Subd. 2.
Plans.
To deleted text begin qualify fordeleted text end new text begin receivenew text end aid, an eligible district, charter school, or Tribal
contract school must develop and submit a plan for approval by the Indian education director
that shall:
(a) Identify the measures to be used to meet the requirements of sections 124D.71 to
124D.82;
(b) Identify the activities, methods and programs to meet the identified educational needs
of the children to be enrolled in the program;
(c) Describe how district goals and objectives as well as the objectives of sections
124D.71 to 124D.82 are to be achieved;
(d) Demonstrate that required and elective courses as structured do not have a
discriminatory effect within the meaning of section 124D.74, subdivision 5;
(e) Describe how each school program will be organized, staffed, coordinated, and
monitored; and
(f) Project expenditures for programs under sections 124D.71 to 124D.82.
Sec. 10.
Minnesota Statutes 2020, section 124D.81, subdivision 2a, is amended to read:
Subd. 2a.
American Indian education aid.
new text begin
(a) The American Indian education aid
allowance equals $358 for fiscal years 2022 and 2023. The American Indian education aid
allowance for fiscal year 2024 and later equals the product of $358 times the ratio of the
formula allowance under section 126C.10, subdivision 2, for the current fiscal year to the
formula allowance under section 126C.10, subdivision 2, for fiscal year 2023.
new text end
new text begin
(b) The American Indian education aid minimum equals $20,000 for fiscal years 2022.
The American Indian education aid minimum equals $40,000 for fiscal year 2023. The
American Indian education aid minimum for fiscal year 2024 and later equals the product
of $40,000 times the ratio of the formula allowance under section 126C.10, subdivision 2,
for the current fiscal year to the formula allowance under section 126C.10, subdivision 2,
for fiscal year 2023.
new text end
deleted text begin (a)deleted text end new text begin (c)new text end The American Indian education aid for an eligible district or Tribal contract school
equals the greater of (1) the sum of deleted text begin $20,000deleted text end new text begin the American Indian education aid minimumnew text end
plus the product of deleted text begin $358deleted text end new text begin the American Indian education aid allowancenew text end times the difference
between the number of American Indian students enrolled on October 1 of the previous
school year and 20; or (2) if the district or school received a grant under this section for
fiscal year 2015, the amount of the grant for fiscal year 2015.
deleted text begin (b)deleted text end new text begin (d)new text end Notwithstanding paragraph deleted text begin (a)deleted text end new text begin (c)new text end , the American Indian education aid must not
exceed the district or Tribal contract school's actual expenditure according to the approved
plan under subdivision 2.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 11.
new text begin
[124D.901] STUDENT SUPPORT PERSONNEL AID.
new text end
new text begin Subdivision 1. new text end
new text begin Definitions. new text end
new text begin
For the purposes of this section, the following terms have
the meanings given:
new text end
new text begin
(1) "new position" means a student support services personnel full-time or part-time
position not under contract by a school district, charter school, or cooperative unit at the
start of the 2021-2022 school year; and
new text end
new text begin
(2) "student support services personnel" means an individual licensed to serve as a school
counselor, school psychologist, school social worker, school nurse, or chemical dependency
counselor in Minnesota.
new text end
new text begin Subd. 2. new text end
new text begin Purpose. new text end
new text begin
The purpose of student support personnel aid is to:
new text end
new text begin
(1) address shortages of student support services personnel within Minnesota schools;
new text end
new text begin
(2) decrease caseloads for existing student support services personnel to ensure effective
services;
new text end
new text begin
(3) ensure that students receive effective academic guidance and integrated and
comprehensive services to improve prekindergarten through grade 12 school outcomes and
career and college readiness;
new text end
new text begin
(4) ensure that student support services personnel serve within the scope and practice
of their training and licensure;
new text end
new text begin
(5) fully integrate learning supports, instruction, and school management within a
comprehensive approach that facilitates interdisciplinary collaboration; and
new text end
new text begin
(6) improve school safety and school climate to support academic success and career
and college readiness.
new text end
new text begin Subd. 3. new text end
new text begin Aid eligibility and application. new text end
new text begin
A school district, charter school, intermediate
school district, or other cooperative unit is eligible to apply for student support personnel
aid under this section. The commissioner must prescribe the form and manner of the
application, which must include a plan describing how the aid will be used.
new text end
new text begin Subd. 4. new text end
new text begin Student support personnel aid. new text end
new text begin
(a) The initial student support personnel aid
for a school district equals the greater of $22 times the number of pupils enrolled at the
district on October 1 of the previous fiscal year or $35,000. The initial student support
personnel aid for a charter school equals $22 times the number of pupils enrolled at the
charter school on October 1 of the previous fiscal year.
new text end
new text begin
(b) The cooperative student support personnel aid for a school district that is a member
of an intermediate school district or other cooperative unit that enrolls students equals $6
times the number of pupils enrolled at the district on October 1 of the previous fiscal year.
If a district is a member of more than one cooperative unit that enrolls students, the revenue
must be allocated among the cooperative units.
new text end
new text begin
(c) Notwithstanding paragraphs (a) and (b), the student support personnel aid must not
exceed the district or cooperative unit's actual expenditure according to the approved plan
under subdivision 3.
new text end
new text begin Subd. 5. new text end
new text begin Allowed uses; match requirements. new text end
new text begin
(a) Aid under this section must be used
to hire new positions for student support services personnel.
new text end
new text begin
(b) Cooperative student support personnel aid must be transferred to the intermediate
district or other cooperative unit of which the district is a member and used to hire new
positions for student support services personnel at the intermediate district or cooperative
unit.
new text end
new text begin
(c) If a school district, charter school, or cooperative unit is not able to hire a new full-time
equivalent position with student support personnel aid, the aid may be used for contracted
services from individuals licensed to serve as a school counselor, school psychologist, school
social worker, school nurse, or chemical dependency counselor in Minnesota.
new text end
new text begin Subd. 6. new text end
new text begin Report required. new text end
new text begin
By February 1 following any fiscal year in which student
support personnel aid was received, a school district, charter school, or cooperative unit
must submit a written report to the commissioner indicating how the new position affected
two or more of the following measures:
new text end
new text begin
(1) school climate;
new text end
new text begin
(2) attendance rates;
new text end
new text begin
(3) academic achievement;
new text end
new text begin
(4) career and college readiness; and
new text end
new text begin
(5) postsecondary completion rates.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 12.
Minnesota Statutes 2020, section 124D.98, is amended by adding a subdivision
to read:
new text begin Subd. 5. new text end
new text begin Literacy incentive aid uses. new text end
new text begin
Beginning July 1, 2022, literacy incentive aid
must be used to support comprehensive literacy reform efforts in public schools as follows:
new text end
new text begin
(1) for public school prekindergarten through grade 3 teachers and support staff to be
trained in the science of reading using a training program approved by the Department of
Education no later than July 1, 2027, unless the commissioner of education grants an
extension;
new text end
new text begin
(2) to hire a licensed reading and dyslexia specialist who is trained in the science of
reading as determined by the commissioner of education and oversees a school district's or
charter school's implementation of required components under section 120B.12 no later
than July 1, 2027, unless the commissioner of education grants an extension;
new text end
new text begin
(3) for the most underperforming schools, defined as those at 25 percent or below
proficiency on grade 3 reading on the Minnesota Comprehensive Assessments, to hire
literacy coaches trained in the science of reading to support teachers and multitiered systems
of support implementation; and
new text end
new text begin
(4) to provide materials, training, and ongoing coaching to ensure alternate instruction
under section 125A.56, subdivision 1, is based in the science of reading.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
Sec. 13.
new text begin
[125A.561] STATEWIDE SCHOOL-BASED MENTAL HEALTH
SCREENING.
new text end
new text begin Subdivision 1. new text end
new text begin Purpose and applicability. new text end
new text begin
The purpose of this section is to establish a
statewide system of school-based mental health screening for students, and school assessment
of staff well-being as a support for student mental health and well-being.
new text end
new text begin Subd. 2. new text end
new text begin Definition of statewide school-based mental health screening. new text end
new text begin
(a) For purposes
of this section, school-based mental health screening means assessment of students to
determine whether they may be at risk for a mental health concern using a systematic tool
or process, including standardized student-report, parent-report, and teacher-report measures,
mental health surveillance data, and structured teacher nomination processes.
new text end
new text begin
(b) For purposes of this section, school staff assessment of well-being means a system
and process for school staff self-assessments of an array of school staff well-being
components, using surveys, interviews, focus groups or other means.
new text end
new text begin Subd. 3. new text end
new text begin Consent and confidentiality. new text end
new text begin
For purposes of this section, the consent and
confidentiality requirements of the Family Educational Rights and Privacy Act, United
States Code, title 20, section 1232g, the Health Insurance Portability and Accountability
Act, United States Code, title 42, section 1320d, and the Minnesota Government Data
Practices Act, chapter 13, shall apply.
new text end
new text begin Subd. 4. new text end
new text begin Eligibility for statewide school-based mental health screening aid. new text end
new text begin
A school
district under chapter 123B, charter school under chapter 124E, or Tribal school under
section 124D.83, qualifies for additional state funding to conduct school-based mental health
screening for every student in kindergarten through grade 12 enrolled in that school district,
charter school, or Tribal contract school if the school district board under section 123B.09,
charter school board of directors under section 124E.07, with parent and community
participation under section 124D.78, approves establishment of a mental health screening
system .
new text end
new text begin Subd. 5. new text end
new text begin Uses of statewide school-based mental health screening aid. new text end
new text begin
School districts,
charter schools and Tribal schools may use funds under this section for:
new text end
new text begin
(1) obtaining professional development for mental health screening of students and
school staff self-assessment of well-being;
new text end
new text begin
(2) procuring needed resources, technology and supplies for systematic mental health
screening of students and school staff self-assessment of well-being;
new text end
new text begin
(3) funding school staff mental health professionals and practitioners and contracted
services to conduct student mental health screening, referral, and follow-up for students;
new text end
new text begin
(4) funding administrative costs of conducting school staff well-being self-assessment;
new text end
new text begin
(5) costs of billing public or private insurance for student mental health screening services
reimbursement; and
new text end
new text begin
(6) other expenses in implementing systems for mental health screening of students and
school staff self-assessment of well-being.
new text end
new text begin Subd. 6. new text end
new text begin Statewide school-based mental health screening aid. new text end
new text begin
For fiscal year 2023
and later, statewide school-based mental health screening aid equals $11 times the number
of kindergarten through grade 12 pupil units enrolled in the eligible school district, charter
school, or Tribal school on October 1 of the previous fiscal year.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 14.
Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 2,
is amended to read:
Subd. 2.
Achievement and integration aid.
For achievement and integration aid under
Minnesota Statutes, section 124D.862:
| $ |
deleted text begin
84,057,000 deleted text end new text begin 82,369,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
83,431,000
deleted text end
new text begin
82,432,000 new text end |
..... |
2023 |
The 2022 appropriation includes $8,868,000 for 2021 and deleted text begin $75,189,000deleted text end new text begin $73,501,000new text end for
2022.
The 2023 appropriation includes deleted text begin $8,353,000deleted text end new text begin $8,167,000new text end for 2022 and deleted text begin $75,078,000deleted text end new text begin
$74,265,000new text end for 2023.
Sec. 15.
Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 3,
is amended to read:
Subd. 3.
American Indian education aid.
For American Indian education aid under
Minnesota Statutes, section 124D.81, subdivision 2a:
| $ |
deleted text begin
11,351,000 deleted text end new text begin 11,426,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
11,775,000
deleted text end
new text begin
14,997,000 new text end |
..... |
2023 |
The 2022 appropriation includes $1,102,000 for 2021 and deleted text begin $10,249,000deleted text end new text begin $10,324,000new text end for
2022.
The 2023 appropriation includes deleted text begin $1,138,000deleted text end new text begin $1,147,000new text end for 2022 and deleted text begin $10,637,000deleted text end new text begin
$13,850,000new text end for 2023.
Sec. 16.
Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 4,
is amended to read:
Subd. 4.
Charter school building lease aid.
For building lease aid under Minnesota
Statutes, section 124E.22:
| $ |
deleted text begin
93,547,000 deleted text end new text begin 90,717,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
99,819,000
deleted text end
new text begin
97,627,000 new text end |
..... |
2023 |
The 2022 appropriation includes $8,617,000 for 2021 and deleted text begin $84,930,000deleted text end new text begin $82,100,000new text end for
2022.
The 2023 appropriation includes deleted text begin $9,436,000deleted text end new text begin $9,122,000new text end for 2022 and deleted text begin $90,383,000deleted text end new text begin
$88,505,000new text end for 2023.
Sec. 17.
Laws 2021, First Special Session chapter 13, article 2, section 4, subdivision 27,
is amended to read:
Subd. 27.
Tribal contract school aid.
For Tribal contract school aid under Minnesota
Statutes, section 124D.83:
| $ |
deleted text begin
2,743,000 deleted text end new text begin 2,808,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
3,160,000
deleted text end
new text begin
3,225,000 new text end |
..... |
2023 |
The 2022 appropriation includes $240,000 for 2021 and deleted text begin $2,503,000deleted text end new text begin $2,568,000new text end for
2022.
The 2023 appropriation includes deleted text begin $278,000deleted text end new text begin $285,000new text end for 2022 and deleted text begin $2,882,000deleted text end new text begin $2,940,000new text end
for 2023.
Sec. 18. new text begin APPROPRIATIONS; DEPARTMENT OF EDUCATION.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin Expand competency-based education. new text end
new text begin
(a) For expanding competency-based
education under Minnesota Statutes, section 120B.02, subdivision 1a:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
6,648,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Planning grants are available to encourage districts, charter schools, and area learning
centers to develop criteria around personalized, competency-based education requirements.
A grant application must include evidence that the district, charter school, or area learning
center:
new text end
new text begin
(1) must implement personalized, competency-based education schoolwide or has a plan
to phase in implementation schoolwide;
new text end
new text begin
(2) has partners that must help with the plan and assist with implementation;
new text end
new text begin
(3) must implement activities and programs that focus on the implementation of the core
principles and outcome-based measures aligned to academic standards and benchmarks,
including a local system of assessment creating meaningful, positive, and empowering
learning experiences for students that yield timely, relevant, and actionable data;
new text end
new text begin
(4) has the capacity, qualifications, local governing body support, and time to successfully
plan the program and an intentional and feasible planning process, including full participation
in department professional development and technical assistance cohorts or networks;
new text end
new text begin
(5) must align their budget as necessary with the planning process; and
new text end
new text begin
(6) must communicate and promote the plan with parents, teachers, and members of the
community.
new text end
new text begin
(c) Grant recipients must annually report to the commissioner by June 30 on
implementation progress and the numbers of students participating and earning credits or
grade progressing through competency-based education. Grant recipients must describe
progress in specific areas of study, progress in meeting the stated goals in their application,
and any adjustments needed to achieve their stated goals.
new text end
new text begin
(d) The base for fiscal year 2024 is $1,676,000. This appropriation is available until
June 30, 2025.
new text end
new text begin
(e) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(f) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 3. new text end
new text begin Statewide school-based mental health screening. new text end
new text begin
(a) For grants to school
districts for school-based mental health screening under Minnesota Statutes, section
125A.561:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
9,983,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Up to $150,000 of this appropriation may be retained for administration costs.
new text end
new text begin
(c) If the appropriation is insufficient, the commissioner must proportionately reduce
the aid payment to each school district.
new text end
new text begin Subd. 4. new text end
new text begin Multitiered systems of support. new text end
new text begin
(a) For implementation of multitiered systems
of support, a systematic continuous improvement framework that addresses the academic,
behavioral, and social-emotional needs of all students at the universal, targeted, and intensive
levels. Through multitiered systems of support, teachers must provide high quality,
evidence-based instruction and intervention that is matched to a student's needs, use a method
of monitoring progress regularly to inform decisions about instruction and goals, and apply
data-based decision making to key educational efforts.
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
15,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $1,300,000 is for the Department of Education to support
implementation. Funds may be used to support increased capacity at the six Regional Centers
of Excellence, the Early Childhood Special Education Centers of Excellence, and Minnesota
Service Cooperatives.
new text end
new text begin
(c) Of this amount, $4,700,000 is reserved for grants to school districts, charter schools,
and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2, for
implementation of multitiered systems of support, including hiring local multitiered systems
of support coordinators and deferring costs for personnel to participate in cohort activities.
Up to five percent of this amount is available for program and grant administration.
new text end
new text begin
(d) Of this amount, $3,000,000 is for Language Essentials for Teachers of Reading and
Spelling training for educators to ensure multitiered systems of support core, supplemental,
and intervention literacy instructional practices are based in the science of reading. Up to
five percent of this amount is available for program and grant administration.
new text end
new text begin
(e) Of this amount, $2,000,000 is for a grant to the Building Assets, Reducing Risks
Center to provide access to services to all multitiered systems of support grantees under
this subdivision. Up to five percent of this amount is available for program and grant
administration.
new text end
new text begin
(f) Of this amount, $2,000,000 is for Tribal-State Relations training for school staff
engaged in the statewide implementation of multitiered systems of support framework. Up
to five percent of this amount is available for program and grant administration.
new text end
new text begin
(g) Of this amount, $2,000,000 is for the University of Minnesota Center for Applied
Research and Educational Improvement to support implementation and evaluation of the
multitiered systems of support framework. Up to five percent of this amount is available
for program and grant administration.
new text end
new text begin
(h) Support for school districts, charter schools, and cooperative units under this
subdivision may include but is not limited to:
new text end
new text begin
(1) providing training, guidance, and implementation resources for a statewide multitiered
system of support model, including a universal screening process approved by the Department
of Education to identify students who may be at risk of experiencing academic, behavioral
and social-emotional development difficulties;
new text end
new text begin
(2) providing guidance to convene school-based teams to analyze data provided by
screenings under clause (1), and resources for related identification, instruction, and
intervention methods;
new text end
new text begin
(3) dyslexia screening and intervention based in the science of reading;
new text end
new text begin
(4) requiring school districts and charter schools to provide parents of students identified
in the screenings under clauses (1) and (3) with notice of screening findings and related
support information;
new text end
new text begin
(5) requiring districts and charter schools to provide at-risk students with interventions
and to monitor the effectiveness of these interventions and student progress; and
new text end
new text begin
(6) developing and annually reporting findings regarding the implementation of the
statewide multitiered systems of support.
new text end
new text begin Subd. 5. new text end
new text begin BOLD literacy. new text end
new text begin
(a) For the Minnesota BOLD statewide literacy plan to increase
the equitable access to effective literacy experiences for all students by ensuring school
leaders and educators are trained in the science of reading; supporting effective
implementation and measurement of instructional practices aligned to state standards through
the multitiered systems of support framework; and utilizing data literacy to inform instruction,
inform educator development, evaluate resource deployment and policy, and employ
intentional family and community engagement strategies.
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $1,750,000 is for the Department of Education to establish science
of reading academies to be provided at no cost to educators who work in Minnesota school
districts and charter schools to complete Language Essentials for Teachers of Reading and
Spelling (LETRS) professional development. Educators who have completed LETRS may
have the opportunity to become LETRS facilitators through a train-the-trainer model.
new text end
new text begin
(c) Of this amount, $800,000 is to maintain a literacy unit at the Department of Education.
new text end
new text begin
(d) Of this amount, $1,200,000 is to expand literacy and dyslexia data collection and
reporting systems at the Department of Education in order to collect and analyze
prekindergarten through grade 3 data, including foundational reading skills, dyslexia
screening data, and screening results of multilingual learners.
new text end
new text begin
(e) Of this amount, $1,000,000 is for state library services grants to support
evidence-based early literacy practices rooted in the science of reading in school and
community libraries.
new text end
new text begin
(f) Of this amount, $250,000 is for a grant to Reach Out and Read.
new text end
new text begin
(g) Funds may be used for grant administration costs.
new text end
new text begin Subd. 6. new text end
new text begin Culturally specific learning opportunities. new text end
new text begin
(a) For grants to school districts,
charter schools, intermediate school districts, and cooperatives to create and offer culturally
specific learning opportunities, including to form partnerships between community
organizations and schools that offer critical thinking and engagement in learning. "Culturally
specific learning opportunities" means programming that is culturally responsive,
evidence-based, and comprehensive that responds to the academic and social-emotional
needs of historically underserved students.
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Grants may be awarded in an amount up to $200,000 per recipient.
new text end
new text begin
(c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end
new text begin
(d) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 7. new text end
new text begin
Expanding rigorous coursework for black students, indigenous students,
students of color, and students in greater Minnesota.
new text end
new text begin
(a) For grants to expand rigorous
coursework primarily for but not limited to disadvantaged and underrepresented students
and students in greater Minnesota, such as through advanced placement courses, international
baccalaureate programs, career and technical education, and concurrent enrollment courses:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
10,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $3,600,000 is for grants to districts and charter schools for regional
partnerships and statewide programs in order to support professional development and
incentives for high school teachers to develop and expand course offerings approved by the
state. Compensation for teachers to teach courses beyond the contract day or year is an
allowable expenditure. Funds may supplement, but not replace, current state and federal
program funds. Grants may be awarded in an amount up to $50,000 per recipient.
new text end
new text begin
(c) Of this amount, $6,400,000 is for matching grants to school districts and charter
schools to support rigorous course expansion and statewide career and technical education
program quality improvements. The department shall provide technical support and guidance.
Funds may supplement, but not replace, current state and federal program funds. Grants
may be awarded in an amount up to $100,000 per recipient.
new text end
new text begin
(d) Eligible grantees include school districts, charter schools, intermediate school districts,
and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
new text end
new text begin
(e) At least 50 percent of the funds in this subdivision must be awarded to grant recipients
in greater Minnesota.
new text end
new text begin
(f) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(g) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 8. new text end
new text begin Full-service community schools. new text end
new text begin
(a) For for grants to districts and charter
schools to plan or expand full-service community schools programs under Minnesota
Statutes, section 124D.231:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(c) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 9. new text end
new text begin Intermediate school district mental health innovation grant program. new text end
new text begin
(a)
For grants to fund innovative projects to improve mental health outcomes for youth attending
a qualifying school unit:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
4,900,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) This is a onetime appropriation.
new text end
new text begin
(c) The commissioner may transfer funds to the commissioner of human services as
needed.
new text end
new text begin
(d) A "qualifying school unit" means an intermediate district organized under Minnesota
Statutes, section 136D.01, or a service cooperative organized under Minnesota Statutes,
section 123A.21, subdivision 1, paragraph (a), clause (2), that provides instruction to students
in a setting of federal instructional level 4 or higher.
new text end
new text begin
(e) Grants must be awarded to eligible applicants to ensure the services are proportionately
provided among qualifying school units as determined by the commissioner.
new text end
new text begin
(f) An eligible applicant is an entity that has demonstrated capacity to serve the youth
identified in paragraph (e), employs or contracts with at least two licensed mental health
professionals who have formal training in evidence-based practices, and that is:
new text end
new text begin
(1) certified under Minnesota Rules, parts 9520.0750 to 9520.0870;
new text end
new text begin
(2) a community mental health center under Minnesota Statutes, section 256B.0625,
subdivision 5;
new text end
new text begin
(3) an American Indian health service facility or facility owned and operated by a Tribe
or Tribal organization operating under United States Code, title 25, section 5321; or
new text end
new text begin
(4) a provider of children's therapeutic services and supports as defined in Minnesota
Statutes, section 256B.0943.
new text end
new text begin
(g) The commissioner may require grantees pursue third-party reimbursement.
new text end
new text begin
(h) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 10. new text end
new text begin Intermediate district supports. new text end
new text begin
(a) For grants to five intermediate districts
within Minnesota for the purpose of establishing and maintaining a full-service community
school model and providing professional development to teachers:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(c) Up to five percent of this appropriation may be retained for technical assistance,
evaluation, and administration costs.
new text end
new text begin Subd. 11. new text end
new text begin Student support personnel aid. new text end
new text begin
For aid to support schools in addressing
students' social, emotional, and physical health under Minnesota Statutes, section 124D.901:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
19,405,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin Subd. 12. new text end
new text begin Student support personnel. new text end
new text begin
(a) For developing a student support personnel
workforce pipeline focused on workforce development strategies to increase providers of
color and Indigenous providers, professional respecialization, recruitment, and retention;
to increase the number of student support personnel providing school-based services; and
to provide a school health services support position at the Department of Education:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
2,550,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin Subd. 13. new text end
new text begin School-linked behavioral health. new text end
new text begin
(a) For transfer to the commissioner of
human services for expanding school-linked behavioral health grants under Minnesota
Statutes, section 245.4901.
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
6,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $5,775,000 is for expanding school-linked behavioral health grants.
new text end
new text begin
(c) Of the amount in paragraph (b), $4,775,000 is to support kindergarten through grade
12 students needing mental health supports.
new text end
new text begin
(d) Of the amount in paragraph (b), $1,000,000 is to support school staff in providing
supports to students.
new text end
new text begin
(e) Grant funds may be awarded to existing school-linked mental health providers through
amending current grant contracts.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
ARTICLE 3
TEACHERS
Section 1.
Minnesota Statutes 2020, section 122A.187, is amended by adding a subdivision
to read:
new text begin Subd. 7. new text end
new text begin American Indian history and culture. new text end
new text begin
The Professional Educator Licensing
and Standards Board must adopt rules that require all licensed teachers renewing their license
under sections 122A.181 to 122A.184 to include in the renewal requirements professional
development in the cultural heritage and contemporary contributions of American Indians,
with particular emphasis on Minnesota Tribal Nations.
new text end
Sec. 2.
Minnesota Statutes 2020, section 122A.415, subdivision 4, is amended to read:
Subd. 4.
Basic alternative teacher compensation aid.
(a) The basic alternative teacher
compensation aid for a school with a plan approved under section 122A.414, subdivision
2b, equals 65 percent of the alternative teacher compensation revenue under subdivision 1.
The basic alternative teacher compensation aid for a charter school with a plan approved
under section 122A.414, subdivisions 2a and 2b, equals $260 times the number of pupils
enrolled in the school on October 1 of the previous year, or on October 1 of the current year
for a charter school in the first year of operation, times the ratio of the sum of the alternative
teacher compensation aid and alternative teacher compensation levy for all participating
school districts to the maximum alternative teacher compensation revenue for those districts
under subdivision 1.
(b) Notwithstanding paragraph (a) and subdivision 1, the state total basic alternative
teacher compensation aid entitlement must not exceed deleted text begin $75,840,000 for fiscal year 2016 anddeleted text end
$88,118,000 for fiscal year deleted text begin 2017deleted text end new text begin 2022, $88,951,000 for fiscal year 2023, and $89,161,000
for fiscal year 2024new text end and later. The commissioner must limit the amount of alternative teacher
compensation aid approved under this section so as not to exceed these limits by not
approving new participants or by prorating the aid among participating districts, intermediate
school districts, school sites, and charter schools. The commissioner may also reallocate a
portion of the allowable aid for the biennium from the second year to the first year to meet
the needs of approved participants.
(c) Basic alternative teacher compensation aid for an intermediate district or other
cooperative unit equals $3,000 times the number of licensed teachers employed by the
intermediate district or cooperative unit on October 1 of the previous school year.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for the entitlement for fiscal year 2023.
new text end
Sec. 3.
Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision
to read:
new text begin Subd. 7. new text end
new text begin Revenue uses. new text end
new text begin
(a) Alternative teacher compensation revenue received under
this section must be used for purposes directly aligned with the implementation of the
approved plan under section 122A.414, subdivisions 2, paragraph (b), and 2a, if the applicant
is a charter school or cooperative.
new text end
new text begin
(b) No more than five percent of the total amount of revenue may be spent on
administrative costs.
new text end
Sec. 4.
Minnesota Statutes 2020, section 122A.415, is amended by adding a subdivision
to read:
new text begin Subd. 8. new text end
new text begin Revenue reserved. new text end
new text begin
Alternative teacher compensation revenue received under
this section must be reserved and used only for the programs authorized in this section.
new text end
Sec. 5.
Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 2, is amended
to read:
Subd. 2.
Grow Your Own district programs.
(a) A school district may apply for a
grant for a Professional Educator Licensing and Standards Board-approved teacher
preparation program. The grant recipient must use at least 80 percent of grant funds to
provide tuition scholarships or stipends to enable school district employees or community
members affiliated with a school district, who are of color or American Indian and who
seek a teaching license, to participate in the teacher preparation program.new text begin Grant funds may
also be used to pay for teacher licensure exams and licensure fees.
new text end
(b) A district using grant funds under this subdivision to provide financial support to
teacher candidates may require a commitment as determined by the district to teach in the
district for a reasonable amount of time that does not exceed five years.
Sec. 6.
Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 3, is amended
to read:
Subd. 3.
Grants for programs serving secondary school students.
(a)new text begin School districts
and charter schools may apply for grants to develop innovative expanded Grow Your Own
programs that encourage secondary school students to pursue teaching, including developing
and offering dual-credit postsecondary course options in schools for "Introduction to
Teaching" or "Introduction to Education" courses consistent with Minnesota Statutes, section
124D.09, subdivision 10.new text end In addition deleted text begin to grants for developing and offering dual-credit
postsecondary course options in schools for "Introduction to Teaching" or "Introduction to
Education" courses under section 124D.09, subdivision 10deleted text end , a school district or charter school
may apply for grants under this section to offer other innovative programs that encourage
secondary school students, especially students of color and American Indian students, to
pursue teaching. To be eligible for a grant under this subdivision, a school district or charter
school must ensure that the aggregate percentage of secondary school students of color and
American Indian students participating in the program is equal to or greater than the aggregate
percentage of students of color and American Indian students in the school district or charter
school.
(b) A grant recipient must use grant funds awarded under this subdivision for:
(1) supporting future teacher clubs or service-learning opportunities that provide middle
and high school students with experiential learning that supports the success of younger
students or peers and increases students' interest in pursuing a teaching career;
new text begin
(2) providing secondary courses, including but not limited to dual-credit and
postsecondary course options, that encourage secondary school students to pursue teaching
careers;
new text end
deleted text begin (2)deleted text end new text begin (3)new text end providing direct support, including wrap-around services, for students who are
of color or American Indian to enroll and be successful in postsecondary enrollment options
courses under section 124D.09 that would meet degree requirements for teacher licensure;
or
deleted text begin (3)deleted text end new text begin (4)new text end offering scholarships to graduating high school students who are of color or
American Indian to enroll in board-approved undergraduate teacher preparation programs
at a college or university in Minnesota.
Sec. 7.
Minnesota Statutes 2021 Supplement, section 122A.73, subdivision 5, is amended
to read:
Subd. 5.
Grow Your Own program account.
(a) An account is established in the special
revenue fund known as the "Grow Your Own program account."
(b) Funds appropriated for the Grow Your Own program under this section must be
transferred to the Grow Your Own program account in the special revenue fund.
(c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own program under this section. Any returned funds are available to be regranted.
Grant recipients may apply to use grant money over a period of up to 60 months.
(d) Up to deleted text begin $100,000deleted text end new text begin $300,000new text end annually is appropriated to the commissioner for costs
associated with administering and monitoring the program under this section.
Sec. 8.
new text begin
[122A.731] GRANTS FOR GROW YOUR OWN EARLY CHILDHOOD
EDUCATOR PROGRAMS.
new text end
new text begin Subdivision 1. new text end
new text begin Establishment. new text end
new text begin
The commissioner of education must award grants for
Grow Your Own Early Childhood Educator programs established under this section in order
to develop an early childhood education workforce that more closely reflects the state's
increasingly diverse student population and to ensure all students have equitable access to
high-quality early educators.
new text end
new text begin Subd. 2. new text end
new text begin Grow Your Own Early Childhood Educator programs. new text end
new text begin
(a) Minnesota
licensed family child care or licensed center-based child care programs, school district or
charter school early learning programs, Head Start programs, institutes of higher education,
and other community partnership non-government organizations may apply for a grant to
host, build, or expand an early childhood educator preparation program that leads to an
individual earning the credential or degree needed to enter or advance in the early childhood
education workforce. Examples include programs that help interested individuals earn the
Child Development Associate credential, an associate's degree in child development, or a
bachelor's degree in early childhood studies or early childhood licensures. Programs must
prioritize candidates that represent the demographics of the populations served. The grant
recipient must use at least 80 percent of grant funds for student stipends and tuition
scholarships.
new text end
new text begin
(b) Programs providing financial support to interested individuals may require a
commitment from the individuals awarded, as determined by the program, to teach in the
program or school for a reasonable amount of time that does not exceed one year.
new text end
new text begin Subd. 3. new text end
new text begin Grant procedure. new text end
new text begin
Eligible programs must apply for a grant under this section
in the form and manner specified by the commissioner. To the extent that there are sufficient
applications, the commissioner must, to the extent practicable, award an equal number of
grants between applicants in greater Minnesota and those in the seven-county metropolitan
area.
new text end
new text begin Subd. 4. new text end
new text begin Grow Your Own Early Childhood Educator program account. new text end
new text begin
(a) The
Grow Your Own Early Childhood Educator program account is established in the special
revenue fund.
new text end
new text begin
(b) Funds appropriated for the Grow Your Own Early Childhood Educator program
under this section must be transferred to the Grow Your Own Early Childhood Educator
program account in the special revenue fund.
new text end
new text begin
(c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own Early Childhood Educator program under this section. Any returned funds are
available to be regranted. Grant recipients may apply to use grant money over a period of
up to 60 months
new text end
new text begin
(d) Up to $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program under this section.
new text end
new text begin Subd. 5. new text end
new text begin Report. new text end
new text begin
Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section, including
the number of educators being supported through grant funds, the number of educators
obtaining credentials by type, a comparison of the beginning level of education and ending
level of education of individual participants, and an assessment of program effectiveness,
including participant feedback, areas for improvement, and where applicable, employment
changes and current employment status, after completing preparation programs. The
commissioner must publish a public report that summarizes the activities and outcomes of
grant recipients and what was done to promote sharing of effective practices among grant
recipients and potential grant applicants.
new text end
Sec. 9.
new text begin
[122A.732] GRANTS FOR GROW YOUR OWN PROGRAMS IN TEACHER
LICENSURE SHORTAGE AREAS.
new text end
new text begin Subdivision 1. new text end
new text begin Establishment. new text end
new text begin
The commissioner of education must award grants for
Grow Your Own programs established under this section in order to support a teaching
workforce in teacher licensure shortage areas.
new text end
new text begin Subd. 2. new text end
new text begin Grow Your Own Programs in teacher licensure shortage areas. new text end
new text begin
(a) A school
district, charter school, intermediate district, or cooperative unit that employs licensed
teachers may apply for a grant for a teacher preparation program approved by the Professional
Educator Licensing and Standards Board. This board-approved program must support one
or more teacher licensure pathways in areas identified as licensure shortage areas by the
Professional Educator Licensing and Standards Board to increase the teaching workforce
in those areas. Professional Educator Licensing and Standards Board-approved teacher
preparation programs, including alternative pathway providers, that support one or more
teacher licensure pathways in areas identified as a licensure shortage area by the Professional
Educator Licensing Standards Board may also apply for a grant under this section.
new text end
new text begin
(b) At least 80 percent of grant funds must be used to provide tuition scholarships or
stipends to enable school employees or community members affiliated with the school to
participate in a board-approved teacher preparation program. This includes currently licensed
teachers that seek to add an additional license or endorsement that would enable them to
fill teaching positions in licensure shortage areas. This does not include programs for school
support personnel such as counselors, nurses, and school psychologists.
new text end
new text begin Subd. 3. new text end
new text begin Grant procedure. new text end
new text begin
Eligible programs must apply for a grant under this section
in the form and manner specified by the commissioner. To the extent that there are sufficient
applications, the commissioner must, to the extent practicable, award an equal number of
grants between applicants in greater Minnesota and those in the seven-county metropolitan
area.
new text end
new text begin Subd. 4. new text end
new text begin Grow Your Own licensure shortage area program account. new text end
new text begin
(a) The Grow
Your Own licensure shortage area program account is established in the special revenue
fund.
new text end
new text begin
(b) Funds appropriated for the Grow Your Own licensure shortage area program under
this section must be transferred to the Grow Your Own licensure shortage area program
account in the special revenue fund.
new text end
new text begin
(c) Money in the account is annually appropriated to the commissioner for the Grow
Your Own licensure shortage area program under this section. Any returned funds are
available to be regranted. Grant recipients may apply to use grant money over a period of
up to 60 months.
new text end
new text begin
(d) Up to $300,000 annually is appropriated to the commissioner for costs associated
with administering and monitoring the program under this section.
new text end
new text begin Subd. 5. new text end
new text begin Report. new text end
new text begin
Grant recipients must annually report to the commissioner in the form
and manner determined by the commissioner on their activities under this section. The
commissioner must publish a public report that summarizes the activities and outcomes of
grant recipients and what was done to promote sharing of effective practices among grant
recipients and potential grant applicants.
new text end
Sec. 10.
Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 4,
is amended to read:
Subd. 4.
Grow Your Own.
(a) For grants to develop, continue, or expand Grow Your
Own new teacher programs under Minnesota Statutes, section 122A.73:
| $ |
6,500,000 |
..... |
2022 |
|
| $ |
deleted text begin
6,500,000 deleted text end new text begin 20,505,000 new text end |
..... |
2023 |
(b) This appropriation is subject to the requirements under Minnesota Statutes, section
122A.73, subdivision 5.
(c) Any balance in the first year does not cancel but is available in the second year.
new text begin
(d) The base for fiscal years 2024 and 2025 is $18,615,000. The base for fiscal year
2026 and later is $20,890,000.
new text end
Sec. 11.
Laws 2021, First Special Session chapter 13, article 3, section 7, subdivision 7,
is amended to read:
Subd. 7.
Alternative teacher compensation aid.
(a) For alternative teacher compensation
aid under Minnesota Statutes, section 122A.415, subdivision 4:
| $ |
deleted text begin
88,896,000 deleted text end new text begin 88,600,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
88,898,000 deleted text end new text begin 89,136,000 new text end |
..... |
2023 |
(b) The 2022 appropriation includes $8,877,000 for 2021 and deleted text begin $80,019,000deleted text end new text begin $79,723,000new text end
for 2022.
(c) The 2023 appropriation includes deleted text begin $8,891,000deleted text end new text begin $8,858,000new text end for 2022 and deleted text begin $80,007,000deleted text end new text begin
$80,278,000new text end for 2023.
Sec. 12. new text begin TEMPORARY INCREASE IN TEACHERS RETIREMENT ASSOCIATION
EARNINGS LIMITATION.
new text end
new text begin
For fiscal years 2023, 2024, and 2025, notwithstanding Minnesota Statutes, section
354.44, subdivision 5, the applicable earnings limitation for an individual collecting a
retirement annuity is $92,000.
new text end
Sec. 13. new text begin ESTABLISHMENT OF A BLIND OR VISUALLY IMPAIRED GRADUATE
PROGRAM.
new text end
new text begin Subdivision 1. new text end
new text begin Roles to establish a blind or visually impaired graduate program. new text end
new text begin
The
commissioner of higher education shall collaborate with the Department of Education to
make a grant to an institution of higher education to design, plan, and implement a teacher
preparation program leading to licensure as a teacher of the blind or visually impaired,
consistent with Minnesota Rules, part 8710.5100.
new text end
new text begin Subd. 2. new text end
new text begin Eligibility of grant applicant. new text end
new text begin
Institutions of higher education, as defined
under Minnesota Statutes, section 135A.51, subdivision 5, are eligible to apply for the grant.
new text end
new text begin Subd. 3. new text end
new text begin Use of funds to establish and implement the program. new text end
new text begin
Grant funds may be
used to support faculty costs, institutional overhead and indirect costs, and supervision and
college-level costs, in order to establish and implement a program that reaches sufficient
tuition recapture and sustainability within five years.
new text end
Sec. 14. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin Statewide teacher mentor program. new text end
new text begin
(a) For grants to Minnesota regional
partners to provide mentoring supports for new teachers as well as on-the-ground training,
technical assistance, and networks of practice for local new teachers, school districts, and
charter schools to implement Minnesota's induction model. Eligible grantees include but
are not limited to institutions of higher education, service cooperatives, district and charter
collaboratives, and professional organizations:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
5,500,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, up to $500,000 annually is available for contracts with national
content experts and research collaboratives to assist in developing Minnesota's induction
model and to evaluate the program over time.
new text end
new text begin
(c) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(d) Up to five percent of this appropriation may be retained for grant administration
costs.
new text end
new text begin Subd. 3. new text end
new text begin Educator career pathway. new text end
new text begin
(a) For grants to districts and charter schools to
encourage middle and high school students to become educators by creating new educator
career pathway program components in high schools and postsecondary institutions that
are primarily focused on but are not limited to disadvantaged and underrepresented
populations:
new text end
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $2,965,000 is to establish grants to districts and charter schools to
establish educator career pathway program cohorts of high school students. Grant funds
must be used for the following purposes:
new text end
new text begin
(1) to develop mentorship and support programs in a cohort-based pathway toward
becoming a licensed teacher;
new text end
new text begin
(2) to recruit and retain participants;
new text end
new text begin
(3) to provide experiential learning opportunities including job shadowing, tutoring, and
paid work-based learning in the classroom; or
new text end
new text begin
(4) for tuition, fees, and materials for prospective educators enrolled in the postsecondary
coursework required to become a licensed teacher in Minnesota. Grantees must create
partnerships with institutions of higher education.
new text end
new text begin
(c) Of this amount, $765,000 is for districts and charter schools to establish tuition
incentives for high school teachers to obtain credentials for teaching concurrent enrollment
courses. Grant applications must be evaluated in part based on the need for educators
qualified to teach concurrent enrollment courses.
new text end
new text begin
(d) Of this amount, $765,000 is to establish matching funds to school districts and charter
schools for the development of an educator internship pilot program. Grant funds may be
used to develop programming and compensate teachers, mentors, teacher candidates, student
teachers, and educator interns. Grantees must create partnerships with institutions of higher
education.
new text end
new text begin
(e) Of this amount, $305,000 is to support data analysis to track research outcomes and
effective practices in supporting educators.
new text end
new text begin
(f) Eligible grantees include school districts, charter schools, intermediate school districts,
and cooperative units as defined in Minnesota Statutes, section 123A.24, subdivision 2.
new text end
new text begin
(g) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(h) Up to four percent of this appropriation may be retained for grant administration
costs.
new text end
new text begin Subd. 4. new text end
new text begin Paraprofessional training reimbursement. new text end
new text begin
(a) For paraprofessional training
and exam reimbursement:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
15,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The commissioner of education must establish a process for public school districts,
charter schools, intermediate districts, and education cooperatives to seek reimbursement
for expenses related to training for special education paraprofessionals and for fees related
to exams that are prerequisites for employment in a paraprofessional position in Minnesota
school systems.
new text end
new text begin
(c) Eligible entities seeking reimbursement are encouraged to recruit former adult basic
education program graduates to serve as paraprofessionals.
new text end
new text begin
(d) Up to two percent of this appropriation may be retained for administration costs.
new text end
new text begin Subd. 5. new text end
new text begin Teacher retention bonuses. new text end
new text begin
(a) For providing retention bonuses to teachers
who are new to the profession:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
3,750,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The commissioner must establish a process to identify eligible teachers to receive
retention bonuses in this program.
new text end
new text begin
(c) The commissioner must prioritize teachers of color and American Indian teachers,
teachers filling licensure shortage areas, and teachers from low-income backgrounds.
new text end
new text begin
(d) The employer of the eligible teacher must offer the stipend and request reimbursement
from the department using a process established by the department.
new text end
new text begin
(e) A retention bonus must be in addition to the local salary agreement.
new text end
new text begin
(f) Reimbursements for eligible teachers must meet the following requirements:
new text end
new text begin
(1) $1,000 awarded to first-year teachers who successfully complete their first year of
employment and are returning for a second year.
new text end
new text begin
(2) $2,000 awarded to the same cohort of teachers who successfully complete their
second year of employment and are returning for a third year.
new text end
new text begin
(3) $4,500 awarded to the same cohort of teachers who successfully complete their third
year of employment and are returning for a fourth year.
new text end
new text begin
(g) This appropriation is available until June 30, 2025.
new text end
new text begin
(h) The department may retain up to five percent of the appropriation amount to monitor
and administer the program.
new text end
new text begin Subd. 6. new text end
new text begin Early childhood family education licensure grant. new text end
new text begin
(a) For a grant to the
University of Minnesota to provide scholarships for prospective teachers enrolled in the
parent and family education licensure program to cover the cost of attendance in the program:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
177,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The commissioner may award additional grants to other postsecondary institutions
with parent and family education licensure programs if funds are available.
new text end
new text begin
(c) A grant application must at least include:
new text end
new text begin
(1) the in-kind, coordination, and mentorship services to be provided by the postsecondary
institution;
new text end
new text begin
(2) the process for identifying and recruiting prospective teachers who represent known
parent and family education teacher licensure shortage areas, both demographic and
geographic;
new text end
new text begin
(3) the process for coordinating with school districts to support prospective teachers in
completing a licensure program or working in an early childhood family education program;
and
new text end
new text begin
(4) the process for prioritizing and awarding scholarships to students.
new text end
new text begin
(d) A grant recipient must report in a form and manner determined by the commissioner
on their activities under this subdivision, including the number of participants; the percentage
of participants who are of color or American Indian; the percentage of participants who
reside in, or will be employed in, school districts located in the rural equity region as defined
in Minnesota Statutes, section 126C.10, subdivision 28; an assessment of program
effectiveness, including participant feedback and areas of improvement; the percentage of
participants continuing to pursue parent and family education licensure; and where applicable,
the number of participants hired in a district as parent and family education teachers after
completing the preparation program.
new text end
new text begin
(e) The base for fiscal year 2024 is $177,000. The base for fiscal year 2025 is $0.
new text end
new text begin Subd. 7. new text end
new text begin American Indian history and culture. new text end
new text begin
. (a) For implementation of the American
Indian history and culture relicensure requirement under Minnesota Statutes, section
122A.187, subdivision 7. The commissioner may transfer funds to the Professional Educator
Licensing and Standards Board as necessary:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
86,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The base is $60,000 for fiscal year 2024 and later.
new text end
new text begin Subd. 8. new text end
new text begin Blind or visually impaired graduate program. new text end
new text begin
(a) For a grant to an institution
of higher education to design, plan, and implement a teacher preparation program under
section 13. The commissioner may transfer funds to the Office of Higher Education as
necessary:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
700,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The Department of Education or Office of Higher Education may retain up to five
percent of the appropriation amount to monitor and administer the grant program.
new text end
new text begin
(c) The base for fiscal year 2028 is $0.
new text end
new text begin Subd. 9. new text end
new text begin Grow Your Own Early Childhood Educator programs. new text end
new text begin
(a) For grants to
develop, continue, or expand the Grow Your Own Early Childhood Educator program under
Minnesota Statutes, section 122A.731:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
3,860,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) This appropriation is subject to the requirements under section 122A.731, subdivision
4.
new text end
new text begin
(c) The base is $3,805,000 for fiscal year 2024.
new text end
new text begin Subd. 10. new text end
new text begin Grow Your Own licensure shortage area programs. new text end
new text begin
(a) For grants to support
the Grow Your Own licensure shortage area program under Minnesota Statutes, section
122A.732:
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
3,860,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) This appropriation is subject to the requirements under section 122A.732, subdivision
4.
new text end
new text begin
(c) The base is $3,805,000 for fiscal year 2024.
new text end
new text begin Subd. 11. new text end
new text begin Reimbursements for teacher licensing exams and fees. new text end
new text begin
(a) For reducing
financial burdens for aspiring teachers by funding costs associated with Minnesota teacher
licensing exams and first professional teacher license fees for newly graduated teachers:
new text end
|
new text begin
$ new text end |
new text begin
2,275,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The commissioner must establish a process for newly licensed teachers to be
reimbursed for expenses related to:
new text end
new text begin
(1) application fees to the board for initial licensure; and
new text end
new text begin
(2) exam fees for required licensure exams to obtain a teaching license in Minnesota.
new text end
new text begin
(c) The base for fiscal years 2024 and 2025 is $2,275,000. The base for fiscal year 2026
and later is $0.
new text end
ARTICLE 4
SPECIAL EDUCATION
Section 1.
Minnesota Statutes 2020, section 125A.03, is amended to read:
125A.03 SPECIAL INSTRUCTION FOR CHILDREN WITH A DISABILITY.
(a) As defined in paragraph (b), every district must provide special instruction and
services, either within the district or in another district, for all children with a disability,
including providing required services under Code of Federal Regulations, title 34, section
300.121, paragraph (d), to those children suspended or expelled from school for more than
ten school days in that school year, who are residents of the district and who are disabled
as set forth in section 125A.02. For purposes of state and federal special education laws,
the phrase "special instruction and services" in the state Education Code means a free and
appropriate public education provided to an eligible child with disabilities. "Free appropriate
public education" means special education and related services that:
(1) are provided at public expense, under public supervision and direction, and without
charge;
(2) meet the standards of the state, including the requirements of the Individuals with
Disabilities Education Act, Part B or C;
(3) include an appropriate preschool, elementary school, or secondary school education;
and
(4) are provided to children ages three through 21 in conformity with an individualized
education program that meets the requirements of the Individuals with Disabilities Education
Act, subpart A, sections 300.320 to 300.324, and provided to infants and toddlers in
conformity with an individualized family service plan that meets the requirements of the
Individuals with Disabilities Education Act, subpart A, sections 303.300 to 303.346.
(b) Notwithstanding any age limits in laws to the contrary, special instruction and services
must be provided from birth until deleted text begin July 1 afterdeleted text end the child with a disability becomes deleted text begin 21deleted text end new text begin 22new text end
years old but shall not extend beyond secondary school or its equivalent, except as provided
in section 124D.68, subdivision 2. Local health, education, and social service agencies must
refer children under age five who are known to need or suspected of needing special
instruction and services to the school district. Districts with less than the minimum number
of eligible children with a disability as determined by the commissioner must cooperate
with other districts to maintain a full range of programs for education and services for
children with a disability. This section does not alter the compulsory attendance requirements
of section 120A.22.
(c) At the board's discretion, a school district that participates in a reciprocity agreement
with a neighboring state under section 124D.041 may enroll and provide special instruction
and services to a child from an adjoining state whose family resides at a Minnesota address
as assigned by the United States Postal Service if the district has completed child
identification procedures for that child to determine the child's eligibility for special education
services, and the child has received developmental screening under sections 121A.16 to
121A.19.
Sec. 2.
new text begin
[125A.081] LIFE AND VOCATIONAL SKILLS SPECIAL EDUCATION
SECONDARY TRANSITION.
new text end
new text begin Subdivision 1. new text end
new text begin Definitions. new text end
new text begin
For purposes of this section, "life and vocational skills"
means skills to live and work as independently as possible within the community, as provided
under section 125A.08, paragraph (b), clause (1).
new text end
new text begin Subd. 2. new text end
new text begin Purpose. new text end
new text begin
The purpose of this program is to improve the capacity of special
education secondary transition programs serving students with disabilities who are ages 18
through 21 years old to provide life skills and vocational skills instruction that support
students with disabilities in acquiring the life and vocational skills they need to live
inclusively in communities, including in postsecondary education and competitive integrated
employment of their choice.
new text end
new text begin Subd. 3. new text end
new text begin Goals. new text end
new text begin
Each applicant for a grant awarded by the commissioner of education
must include in the grant application a statement of the goals of the education program and
grant funds. To the extent practicable, the goals must be aligned with world's best workforce
and the Olmstead plan.
new text end
new text begin Subd. 4. new text end
new text begin Strategies and data. new text end
new text begin
Each applicant must include in the grant application a
description of the strategies that will be used to meet the goals specified in the application.
The applicant must also include a plan to collect data to measure the effectiveness of the
strategies outlined in the grant application.
new text end
new text begin Subd. 5. new text end
new text begin Report required. new text end
new text begin
Within 180 days of the end of the grant period, each grant
recipient must compile a report that describes the data that was collected and evaluate the
effectiveness of the strategies. The evidence-based report may identify or propose alternative
strategies based on the results of the data. The report must be submitted to the commissioner
of education and to the chairs and ranking minority members of the legislative committees
with jurisdiction over prekindergarten through grade 12 education. The report must be filed
with the Legislative Reference Library according to section 3.195.
new text end
new text begin Subd. 6. new text end
new text begin Eligibility for life and vocational skills aid. new text end
new text begin
A school district under chapter
123B, charter school under chapter 124E, or Tribal school under section 124D.83, is eligible
for a grant if it is participating in the employment capacity-building cohort as part of the
Olmstead plan.
new text end
new text begin Subd. 7. new text end
new text begin
Uses of life and vocational skills secondary special education transition
grants.
new text end
new text begin
Life and vocational skills secondary special education transition grant funds must
be used to implement evidence-based life skills and vocational skills instruction for students
with disabilities who are ages 18 through 21 years old under section 125A.02.
new text end
Sec. 3.
Minnesota Statutes 2020, section 125A.76, subdivision 2e, is amended to read:
Subd. 2e.
Cross subsidy reduction aid.
(a) A school district's annual cross subsidy
reduction aid equals the school district's initial special education cross subsidy for the
previous fiscal year times the cross subsidy aid factor for that fiscal year.
(b) The cross subsidy aid factor equals deleted text begin 2.6 percent for fiscal year 2020 anddeleted text end 6.43 percent
for fiscal year 2021 new text begin and 2022. The cross subsidy aid factor equals 12.14 percent for fiscal
year 2023 new text end and later.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 4.
new text begin
[125A.81] ADDITIONAL STATE FUNDING TO SPECIAL EDUCATION
SEPARATE SITES AND PROGRAMS.
new text end
new text begin Subdivision 1. new text end
new text begin Definition. new text end
new text begin
For purposes of this section, "special education separate site
or program" means a public separate day school facility attended by students with disabilities
for 50 percent or more of their school day.
new text end
new text begin Subd. 2. new text end
new text begin
Eligibility for additional state funding to special education separate sites
and programs.
new text end
new text begin
An education cooperative under section 471.59, education district under
section 123A.15, service cooperative under section 123A.21, or intermediate school district
under section 136D.01 qualifies for additional state funding to special education sites and
programs for every kindergarten through grade 12 child with a disability, as defined in
section 125A.02, served in a special education site or program as defined in subdivision 1.
new text end
new text begin Subd. 3. new text end
new text begin
Uses of additional state funding to special education separate sites and
programs.
new text end
new text begin
Additional state funding to special education separate sites and programs under
this section may be used for the same purposes as are permitted for state special education
aid under section 125A.76.
new text end
new text begin Subd. 4. new text end
new text begin Additional state aid to special education separate sites and programs. new text end
new text begin
For
fiscal year 2023 and later, additional state funding to special education separate sites and
programs equals $1,689 times the adjusted kindergarten through grade 12 pupil units served
in special education separate sites and programs under subdivision 1.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 5.
Laws 2021, First Special Session chapter 13, article 5, section 3, subdivision 2, is
amended to read:
Subd. 2.
Special education; regular.
For special education aid under Minnesota Statutes,
section 125A.75:
| $ |
deleted text begin
1,822,998,000 deleted text end new text begin 1,801,312,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
1,945,533,000 deleted text end new text begin 1,949,110,000 new text end |
..... |
2023 |
The 2022 appropriation includes $215,125,000 for 2021 and deleted text begin $1,607,873,000deleted text end
new text begin $1,586,187,000 new text end for 2022.
The 2023 appropriation includes deleted text begin $226,342,000deleted text end new text begin $223,289,000 new text end for 2022 and
deleted text begin $1,719,191,000deleted text end new text begin $1,725,821,000new text end for 2023.
Sec. 6. new text begin SPECIFIC LEARNING DISABILITY; RULEMAKING.
new text end
new text begin
(a) The commissioner of education must begin the rulemaking process to amend
Minnesota Rules, part 3525.1341, and establish a stakeholder workgroup to review current
specific learning disabilities criteria by December 31, 2022. By June 20, 2023, the workgroup
must make recommendations aligned with related state and federal requirements, including:
new text end
new text begin
(1) removing discrepancy from criteria;
new text end
new text begin
(2) developing a plan to operationalize changes to criteria to align with current best
practices and address concerns of multiple stakeholder groups, including but not limited to
administrators, parents, educators, researchers, related services staff, advocates, lawyers,
and minority and immigrant groups;
new text end
new text begin
(3) providing definitions and clarification of terms and procedures within existing
requirements;
new text end
new text begin
(4) establishing the accountability process, including procedures and targets, for districts
and cooperatives to use in evaluating their progress toward implementation of the amended
rule; and
new text end
new text begin
(5) developing an evaluation framework for measuring intended and unintended results
of amended criteria. Intended and unintended results may include overidentification and
underidentification of minorities, delays to referral and identification, transitioning from
developmental delay to specific learning disability, consistency of identification across
districts and the state, adding unnecessary paperwork, limiting team decision making, or
limiting access and progress with intensive and individualized special education support.
new text end
new text begin
(b) Following the development of recommendations from the stakeholder workgroup,
the commissioner must proceed with the rulemaking process and recommended alignment
with other existing state and federal law completed by June 30, 2024.
new text end
new text begin
(c) Concurrent with rulemaking, the commissioner must establish technical assistance
and training capacity on the amended criteria, and training and capacity building must begin
upon final approval of the amended rule through June 30, 2029.
new text end
new text begin
(d) The amended rule must go into full effect no later than five years after the proposed
revised rules are approved by the administrative law judge.
new text end
Sec. 7. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the commissioner of education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin Life and vocational skills special education and secondary transition. new text end
new text begin
(a)
For life and vocational skills special education secondary transition grants under Minnesota
Statutes, section 125A.081:
new text end
|
new text begin
$ new text end |
new text begin
1,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) The commissioner must consider grant applications from schools located in greater
Minnesota and from schools located in the seven-county metropolitan area.
new text end
new text begin Subd. 3. new text end
new text begin
Additional state funding to special education separate sites and
programs.
new text end
new text begin
For additional state funding to special education separate sites and programs
under Minnesota Statutes, section 125A.81:
new text end
|
new text begin
$ new text end |
new text begin
5,071,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
ARTICLE 5
FACILITIES
Section 1.
Minnesota Statutes 2020, section 123B.595, subdivision 1, is amended to read:
Subdivision 1.
Long-term facilities maintenance revenue.
deleted text begin
(a) For fiscal year 2017
only, long-term facilities maintenance revenue equals the greater of (1) the sum of (i) $193
times the district's adjusted pupil units times the lesser of one or the ratio of the district's
average building age to 35 years, plus the cost approved by the commissioner for indoor
air quality, fire alarm and suppression, and asbestos abatement projects under section
123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (ii) for a
school district with an approved voluntary prekindergarten program under section 124D.151,
the cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction, or (2) the sum of (i) the amount the district would
have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota Statutes
2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii) for a school
district with an approved voluntary prekindergarten program under section 124D.151, the
cost approved by the commissioner for remodeling existing instructional space to
accommodate prekindergarten instruction.
deleted text end
deleted text begin
(b) For fiscal year 2018 only, long-term facilities maintenance revenue equals the greater
of (1) the sum of (i) $292 times the district's adjusted pupil units times the lesser of one or
the ratio of the district's average building age to 35 years, plus (ii) the cost approved by the
commissioner for indoor air quality, fire alarm and suppression, and asbestos abatement
projects under section 123B.57, subdivision 6, with an estimated cost of $100,000 or more
per site, plus (iii) for a school district with an approved voluntary prekindergarten program
under section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction, or (2) the sum of (i) the
amount the district would have qualified for under Minnesota Statutes 2014, section 123B.57,
Minnesota Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591,
and (ii) for a school district with an approved voluntary prekindergarten program under
section 124D.151, the cost approved by the commissioner for remodeling existing
instructional space to accommodate prekindergarten instruction.
deleted text end
deleted text begin (c)deleted text end new text begin (a)new text end For fiscal year deleted text begin 2019deleted text end new text begin 2022new text end and later, long-term facilities maintenance revenue
equals the greater of (1) the sum of (i) deleted text begin $380deleted text end new text begin the long-term facilities maintenance allowancenew text end
times the district's adjusted pupil units times the lesser of one or the ratio of the district's
average building age to 35 years, plus (ii) the cost approved by the commissioner for indoor
air quality, fire alarm and suppression, and asbestos abatement projects under section
123B.57, subdivision 6, with an estimated cost of $100,000 or more per site, plus (iii) for
a school district with an approved voluntary prekindergarten program under section
124D.151, the cost approved by the commissioner for remodeling existing instructional
space to accommodate prekindergarten instruction, or (2) the sum of (i) the amount the
district would have qualified for under Minnesota Statutes 2014, section 123B.57, Minnesota
Statutes 2014, section 123B.59, and Minnesota Statutes 2014, section 123B.591, and (ii)
for a school district with an approved voluntary prekindergarten program under section
124D.151, the cost approved by the commissioner for remodeling existing instructional
space to accommodate prekindergarten instruction.
new text begin
(b) The long-term facilities maintenance allowance is $380 for fiscal years 2022 and
2023. For fiscal year 2024 and later, the long-term facilities maintenance allowance equals
the product of $380 times the ratio of the formula allowance under section 126C.10,
subdivision 2, for the current fiscal year to the formula allowance under section 126C.10,
subdivision 2, for fiscal year 2023.
new text end
deleted text begin (d)deleted text end new text begin (c)new text end Notwithstanding paragraphs (a)deleted text begin ,deleted text end new text begin andnew text end (b), deleted text begin and (c),deleted text end a school district that qualified
for eligibility under Minnesota Statutes 2014, section 123B.59, subdivision 1, paragraph
(a), for fiscal year 2010 remains eligible for funding under this section as a district that
would have qualified for eligibility under Minnesota Statutes 2014, section 123B.59,
subdivision 1, paragraph (a), for fiscal year 2017 and later.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 2.
Minnesota Statutes 2020, section 123B.595, subdivision 2, is amended to read:
Subd. 2.
Long-term facilities maintenance revenue for a charter school.
deleted text begin
(a) For fiscal
year 2017 only, long-term facilities maintenance revenue for a charter school equals $34
times the adjusted pupil units.
deleted text end
deleted text begin
(b) For fiscal year 2018 only, long-term facilities maintenance revenue for a charter
school equals $85 times the adjusted pupil units.
deleted text end
deleted text begin (c)deleted text end new text begin (a)new text end For fiscal year deleted text begin 2019deleted text end new text begin 2022new text end and later, long-term facilities maintenance revenue for
a charter school equals deleted text begin $132deleted text end new text begin the long-term facilities maintenance allowancenew text end times the
adjusted pupil units.
new text begin
(b) The long-term facilities maintenance allowance is $132 for fiscal years 2022 and
2023. For fiscal year 2024 and later, the long-term facilities maintenance allowance equals
the product of $132 times the ratio of the formula allowance under section 126C.10,
subdivision 2, for the current fiscal year to the formula allowance under section 126C.10,
subdivision 2, for fiscal year 2023.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2022 and later.
new text end
Sec. 3.
Minnesota Statutes 2020, section 123B.595, subdivision 7, is amended to read:
Subd. 7.
Long-term facilities maintenance equalization revenue.
deleted text begin
(a) For fiscal year
2017 only, a district's long-term facilities maintenance equalization revenue equals the lesser
of (1) $193 times the adjusted pupil units or (2) the district's revenue under subdivision 1.
deleted text end
deleted text begin
(b) For fiscal year 2018 only, a district's long-term facilities maintenance equalization
revenue equals the lesser of (1) $292 times the adjusted pupil units or (2) the district's
revenue under subdivision 1.
deleted text end
deleted text begin (c)deleted text end new text begin (a)new text end For fiscal year deleted text begin 2019deleted text end new text begin 2022new text end and later, a district's long-term facilities maintenance
equalization revenue equals the lesser of (1) deleted text begin $380deleted text end new text begin the long-term facilities maintenance
equalization allowancenew text end times the adjusted pupil units or (2) the district's revenue under
subdivision 1.
new text begin
(b) The long-term facilities maintenance equalization allowance is $380 for fiscal years
2022 and 2023. For fiscal year 2024 and later, the long-term facilities maintenance
equalization allowance equals the product of $380 times the ratio of the formula allowance
under section 126C.10, subdivision 2, for the current fiscal year to the formula allowance
under section 126C.10, subdivision 2, for fiscal year 2023.
new text end
deleted text begin (d)deleted text end new text begin (c)new text end Notwithstanding paragraphs (a) deleted text begin to (c)deleted text end new text begin and (b)new text end , a district's long-term facilities
maintenance equalization revenue must not be less than the lesser of the district's long-term
facilities maintenance revenue or the amount of aid the district received for fiscal year 2015
under new text begin Minnesota Statutes 2014, new text end section 123B.59, subdivision 6.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2022 and later.
new text end
Sec. 4.
Laws 2021, First Special Session chapter 13, article 7, section 2, subdivision 3, is
amended to read:
Subd. 3.
Long-term facilities maintenance equalized aid.
For long-term facilities
maintenance equalized aid under Minnesota Statutes, section 123B.595, subdivision 9:
| $ |
deleted text begin 108,582,000deleted text end new text begin 107,790,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
111,077,000
deleted text end
new text begin
110,419,000 new text end |
..... |
2023 |
The 2022 appropriation includes $10,660,000 for 2021 and deleted text begin $97,922,000deleted text end new text begin $97,130,000new text end
for 2022.
The 2023 appropriation includes deleted text begin $10,880,000deleted text end new text begin $10,792,000new text end for 2022 and deleted text begin $100,197,000deleted text end new text begin
$99,627,000new text end for 2023.
ARTICLE 6
NUTRITION AND LIBRARIES
Section 1.
Minnesota Statutes 2021 Supplement, section 124D.111, subdivision 1a, is
amended to read:
Subd. 1a.
School lunch aid amounts.
deleted text begin
Each school year, the state must pay participants
in the national school lunch program the amount of 12.5 cents for each full paid and free
student lunch and 52.5 cents for each reduced-price lunch served to students.
deleted text end
new text begin
(a) Any Minnesota school that participates in the United States Department of Agriculture
National School Lunch Program must provide, at no cost, a federally reimbursable lunch
to all enrolled students each school day. A participating school with an Identified Student
Percentage at or above the federal percentage determined for all meals to be reimbursed at
the free rate must participate in the Community Eligibility Provision.
new text end
new text begin
(b) The department must provide to every Minnesota school providing meals to students
under paragraph (a) funding equal to the difference between the federal reimbursement and
the average cost of a school meal as annually defined by the United States Department of
Agriculture.
new text end
Sec. 2.
Minnesota Statutes 2021 Supplement, section 124D.111, subdivision 4, is amended
to read:
Subd. 4.
No fees.
A participant that receives school lunch aid under this section must
make lunch available without charge and must not deny a school lunch to deleted text begin all participating
students who qualify for free or reduced-price mealsdeleted text end new text begin any studentnew text end , whether or not that student
has an outstanding balance in the student's meals account attributable to a la carte purchases
or for any other reason.
Sec. 3.
Minnesota Statutes 2020, section 124D.1158, subdivision 1, is amended to read:
Subdivision 1.
Purpose.
The purpose of the school breakfast program is to provide
affordable morning nutrition to children so that they can effectively learn.new text begin Any Minnesota
school that participates in the United States Department of Agriculture School Breakfast
Program must provide, at no cost, a federally reimbursable breakfast to all enrolled students
each school day.new text end Public and nonpublic schools that participate in the federal school breakfast
program may receive state breakfast aid. Schools shall encourage all children to eat a
nutritious breakfast, either at home or at school, and shall work to eliminate barriers to
breakfast participation at school such as inadequate facilities and transportation.
Sec. 4.
Minnesota Statutes 2020, section 124D.1158, subdivision 3, is amended to read:
Subd. 3.
Program reimbursement.
deleted text begin
Each school year, the state must reimburse each
participating school 30 cents for each reduced-price breakfast, 55 cents for each fully paid
breakfast served to students in grades 1 to 12, and $1.30 for each fully paid breakfast served
to a prekindergarten student enrolled in an approved voluntary prekindergarten program
under section 124D.151 or a kindergarten student.
deleted text end
new text begin
The department must provide to all
Minnesota schools participating in the federal School Breakfast Program funding equal to
the difference between the federal reimbursement and the average cost of a school breakfast
as annually defined by the United States Department of Agriculture.
new text end
Sec. 5.
Minnesota Statutes 2020, section 124D.1158, subdivision 4, is amended to read:
Subd. 4.
No fees.
A school that receives school breakfast aid under this section must
make breakfast available without charge to all deleted text begin participatingdeleted text end students in grades 1 to 12 deleted text begin who
qualify for free or reduced-price mealsdeleted text end and to all prekindergarten students enrolled in an
approved voluntary prekindergarten program under section 124D.151new text begin , early childhood
special education students participating in a program authorized under section 124D.151,new text end
and all kindergarten students.
Sec. 6.
Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 2, is
amended to read:
Subd. 2.
School lunch.
For school lunch aid under Minnesota Statutes, section 124D.111,
and Code of Federal Regulations, title 7, section 210.17:
| $ |
deleted text begin 16,661,000deleted text end new text begin 14,828,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin 16,954,000 deleted text end new text begin 185,025,000 new text end |
..... |
2023 |
Sec. 7.
Laws 2021, First Special Session chapter 13, article 8, section 3, subdivision 3, is
amended to read:
Subd. 3.
School breakfast.
For traditional school breakfast aid under Minnesota Statutes,
section 124D.1158:
| $ |
deleted text begin 11,848,000deleted text end new text begin 101,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin 12,200,000 deleted text end new text begin 28,953,000 new text end |
..... |
2023 |
ARTICLE 7
EARLY CHILDHOOD
Section 1.
Minnesota Statutes 2020, section 119A.52, is amended to read:
119A.52 DISTRIBUTION OF APPROPRIATION.
(a) The commissioner of education must distribute money appropriated for that purpose
to federally designated Head Start programs to expand services and to serve additional
low-income childrendeleted text begin . Migrant and Indian reservation programs must be initially allocated
money based on the programs' share of federal funds.deleted text end new text begin , which may include costs associated
with program operations, infrastructure, or reconfiguration to serve children from birth to
age five in center-based services. The distribution must occur in the following order: (1)
10.72 percent of the total Head Start appropriation must be allocated to federally designated
Tribal Head Start programs; (2) the Tribal Head Start portion of the appropriation must be
allocated to Tribal Head Start programs based on the programs' share of federal funds; and
(3) migrant programs must then be initially allocated funding based on the programs' share
of federal funds.new text end The remaining money must be initially allocated to the remaining local
agencies based equally on the agencies' share of federal funds and on the proportion of
eligible children in the agencies' service area who are not currently being served. A Head
Start program must be funded at a per child rate equal to its contracted, federally funded
base level at the start of the fiscal year. For all agencies without a federal Early Head Start
rate, the state average federal cost per child for Early Head Start applies. In allocating funds
under this paragraph, the commissioner of education must assure that each Head Start
program in existence in 1993 is allocated no less funding in any fiscal year than was allocated
to that program in fiscal year 1993. Before paying money to the programs, the commissioner
must notify each program of its initial allocation and how the money must be used. Each
program must present a plan under section 119A.535. For any program that cannot utilize
its full allocation at the beginning of the fiscal year, the commissioner must reduce the
allocation proportionately. Money available after the initial allocations are reduced must
be redistributed to eligible programs.
(b) The commissioner must develop procedures to make payments to programs based
upon the number of children reported to be enrolled during the required time period of
program operations. Enrollment is defined by federal Head Start regulations. The procedures
must include a reporting schedule, corrective action plan requirements, and financial
consequences to be imposed on programs that do not meet full enrollment after the period
of corrective action. Programs reporting chronic underenrollment, as defined by the
commissioner, will have their subsequent program year allocation reduced proportionately.
Funds made available by prorating payments and allocations to programs with reported
underenrollment will be made available to the extent funds exist to fully enrolled Head Start
programs through a form and manner prescribed by the department.
(c) Programs with approved innovative initiatives that target services to high-risk
populations, including homeless families and families living in homeless shelters and
transitional housing, are exempt from the procedures in paragraph (b). This exemption does
not apply to entire programs. The exemption applies only to approved innovative initiatives
that target services to high-risk populations, including homeless families and families living
in homeless shelters, transitional housing, and permanent supportive housing.
Sec. 2.
Minnesota Statutes 2020, section 120A.20, subdivision 1, is amended to read:
Subdivision 1.
Age limitations; pupils.
(a) All schools supported in whole or in part
by state funds are public schools. Admission to a public school is free to any person who:
(1) resides within the district that operates the school; (2) is under 21 years of age or who
meets the requirements of paragraph (c); and (3) satisfies the minimum age requirements
imposed by this section. Notwithstanding the provisions of any law to the contrary, the
conduct of all students under 21 years of age attending a public secondary school is governed
by a single set of reasonable rules and regulations promulgated by the school board.
(b) A person shall not be admitted to a public schoolnew text begin :new text end (1)new text begin as a public prekindergarten
pupil, unless the pupil is at least four years of age as of September 1 of the calendar year
in which the school year for which the pupil seeks admission commences; (2)new text end as a
kindergarten pupil, unless the pupil is at least five years of age on September 1 of the calendar
year in which the school year for which the pupil seeks admission commences; or deleted text begin (2)deleted text end new text begin (3)new text end
as a 1st grade student, unless the pupil is at least six years of age on September 1 of the
calendar year in which the school year for which the pupil seeks admission commences or
has completed kindergarten; except that any school board may establish a policy for
admission of selected pupils at an earlier age under section 124D.02.
(c) A pupil who becomes age 21 after enrollment is eligible for continued free public
school enrollment until at least one of the following occurs: (1) the first September 1 after
the pupil's 21st birthday; (2) the pupil's completion of the graduation requirements; (3) the
pupil's withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end
of the school year.
Sec. 3.
Minnesota Statutes 2020, section 120A.41, is amended to read:
120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.
(a) A school board's annual school calendar must include at least 425 hours of instruction
for a kindergarten student without a disability, 935 hours of instruction for a student in
grades 1 through 6, and 1,020 hours of instruction for a student in grades 7 through 12, not
including summer school. The school calendar fornew text begin a public prekindergarten student without
a disability and a student in annew text end all-day kindergarten must include at least 850 hours of
instruction for the school year. deleted text begin The school calendar for a prekindergarten student under
section 124D.151, if offered by the district, must include at least 350 hours of instruction
for the school year.deleted text end A school board's annual calendar must include at least 165 days of
instruction for a student in grades 1 through 11 unless a four-day week schedule has been
approved by the commissioner under section 124D.126.
(b) A school board's annual school calendar may include plans for up to five days of
instruction provided through online instruction due to inclement weather. The inclement
weather plans must be developed according to section 120A.414.
Sec. 4.
Minnesota Statutes 2020, section 121A.19, is amended to read:
121A.19 DEVELOPMENTAL SCREENING AID.
Each school year, the state must pay a district for each child or student screened by the
district according to the requirements of section 121A.17. The amount of state aid for each
child or student screened shall be: (1) deleted text begin $75deleted text end new text begin $98new text end for a child screened at age three; (2) deleted text begin $50deleted text end new text begin $65new text end
for a child screened at age four; (3) deleted text begin $40deleted text end new text begin $52new text end for a child screened at age five or six prior to
kindergarten; and (4) deleted text begin $30deleted text end new text begin $39new text end for a student screened within 30 days after first enrolling in
a public school kindergarten if the student has not previously been screened according to
the requirements of section 121A.17. If this amount of aid is insufficient, the district may
permanently transfer from the general fund an amount that, when added to the aid, is
sufficient. Developmental screening aid shall not be paid for any student who is screened
more than 30 days after the first day of attendance at a public school kindergarten, except
if a student transfers to another public school kindergarten within 30 days after first enrolling
in a Minnesota public school kindergarten program. In this case, if the student has not been
screened, the district to which the student transfers may receive developmental screening
aid for screening that student when the screening is performed within 30 days of the transfer
date.
Sec. 5.
Minnesota Statutes 2020, section 124D.151, as amended by Laws 2021, First
Special Session chapter 13, article 9, section 1, is amended to read:
124D.151 VOLUNTARYnew text begin PUBLICnew text end PREKINDERGARTEN PROGRAMnew text begin FOR
ELIGIBLE FOUR-YEAR-OLD CHILDRENnew text end .
Subdivision 1.
Establishment; purpose.
A deleted text begin district, a charter school, a group of districts,
a group of charter schools, or a group of districts and charter schoolsdeleted text end new text begin school district, charter
school, center-based or family child care provider licensed under section 245A.03, or Head
Start agency licensed under section 245A.03 that meets program requirements under
subdivision 2,new text end may establish a voluntarynew text begin publicnew text end prekindergarten programnew text begin for eligible
four-year-old childrennew text end . The purpose of a voluntarynew text begin publicnew text end prekindergarten program is to
prepare children for success as they enter kindergarten in the following year.
Subd. 2.
Program requirements.
deleted text begin (a)deleted text end A voluntarynew text begin publicnew text end prekindergarten program
provider must:
(1) provide instruction through play-based learning to foster children's social and
emotional development, cognitive development, physical and motor development, and
language and literacy skills, including the native language and literacy skills of English
learners, to the extent practicable;
(2) deleted text begin measure each child's cognitive and social skillsdeleted text end new text begin assess each child's progress toward
the state's early learning standards at program entrance and exitnew text end using anew text begin
commissioner-approvednew text end formative deleted text begin measure aligned to the state's early learning standards
when the child enters and again before the child leaves the program, screening and progress
monitoring measures, and other age-appropriate versions from the state-approved menu of
kindergarten entry profile measures;deleted text end new text begin age-appropriate assessment that must be submitted to
the department in the form and manner prescribed by the commissioner;
new text end
(3) provide comprehensive program contentnew text begin aligned with the state early learning
standards,new text end including the implementation of curriculum, assessment, andnew text begin intentionalnew text end
instructional strategies deleted text begin aligned with the state early learning standards, and kindergarten
through grade 3 academic standardsdeleted text end ;
(4) provide instructional content and activities that are of sufficient length and intensity
to address learning needs including offering a program with at least deleted text begin 350deleted text end new text begin 850new text end hours of
instruction per school year for a prekindergarten student;
(5) provide voluntarynew text begin publicnew text end prekindergarten deleted text begin instructionaldeleted text end staff salaries deleted text begin comparabledeleted text end new text begin and
set salary schedules equivalentnew text end to the salaries of deleted text begin local kindergarten through grade 12
instructional staff;deleted text end new text begin public school district elementary school staff with similar credentials
and experience for school district and charter public prekindergarten program sites, and to
the extent practicable, for Head Start and licensed center and family child care sites;
new text end
new text begin
(6) employ a lead teacher for each voluntary public prekindergarten classroom who has
at least a bachelor's degree in early education or a related field no later than July 1, 2028.
Teachers employed by an eligible provider for at least three of the last five years immediately
preceding July 1, 2022, who meet the necessary content knowledge and teaching skills for
early childhood educators, as demonstrated through measures determined by the state, may
be employed as a lead teacher. "Lead teacher" means an individual with primary
responsibility for the instruction and care of eligible children in a classroom;
new text end
deleted text begin (6)deleted text end new text begin (7)new text end coordinate appropriate kindergarten transition with familiesdeleted text begin , community-based
prekindergarten programs, and school district kindergarten programs;deleted text end new text begin and all mixed-delivery
partners within the school district;
new text end
deleted text begin (7)deleted text end new text begin (8)new text end involve parents in program deleted text begin planningdeleted text end new text begin decision-makingnew text end and transition planning by
implementing parent engagement strategies that include culturally and linguistically
responsive activities in prekindergarten through third grade that are aligned with early
childhood family education under section 124D.13;
deleted text begin (8)deleted text end new text begin (9)new text end coordinate with relevant community-based services, including health and social
service agencies, to ensure children have access to comprehensive services;
deleted text begin (9)deleted text end new text begin (10)new text end coordinate with all relevant school district programs and services including
early childhood special education, homeless students, and English learners;
deleted text begin (10)deleted text end new text begin (11)new text end ensure staff-to-child ratios of one-to-ten and a maximum group size of 20
childrendeleted text begin ;deleted text end new text begin in school-based programs; staff-to-child ratio and group size as required for center
and family child care licensing for center-based and family-based child care sites; and
staff-to-child ratio and group size as determined by Head Start standards for Head Start
sites; and
new text end
deleted text begin (11)deleted text end new text begin (12)new text end provide high-quality coordinated professional development, training, and
coaching for deleted text begin bothdeleted text end school districtnew text begin , Head Start,new text end and deleted text begin community-based early learningdeleted text end new text begin licensed
center and family-basednew text end providers that is informed by a measure of adult-child interactions
and enables teachers to be highly knowledgeable in early childhood curriculum content,
assessment, native and English language development programs, and instructiondeleted text begin ; anddeleted text end new text begin .
new text end
deleted text begin
(12) implement strategies that support the alignment of professional development,
instruction, assessments, and prekindergarten through grade 3 curricula.
deleted text end
deleted text begin
(b) A voluntary prekindergarten program must have teachers knowledgeable in early
childhood curriculum content, assessment, native and English language programs, and
instruction.
deleted text end
deleted text begin
(c) Districts and charter schools must include their strategy for implementing and
measuring the impact of their voluntary prekindergarten program under section 120B.11
and provide results in their world's best workforce annual summary to the commissioner of
education.
deleted text end
Subd. 3.
Mixed delivery deleted text begin of servicesdeleted text end new text begin program plannew text end .
deleted text begin
A district or charter school may
contract with a charter school, Head Start or child care centers, family child care programs
licensed under section 245A.03, or a community-based organization to provide eligible
children with developmentally appropriate services that meet the program requirements in
subdivision 2. Components of a mixed-delivery plan include strategies for recruitment,
contracting, and monitoring of fiscal compliance and program quality.
deleted text end
new text begin
School districts and
charter schools that receive funding for voluntary public prekindergarten programs must
develop and submit a mixed delivery program plan to the Department of Education annually
by July 1, 2023, and every year thereafter, in a manner and format prescribed by the
commissioner. The plan must ensure alignment of all public prekindergarten program
providers within the school district boundary in meeting the program requirements in
subdivision 2 and must include:
new text end
new text begin
(1) a description of the process used to convene and get group agreement among all
public prekindergarten program providers within the district boundaries in order to coordinate
efforts regarding the requirements in subdivision 2;
new text end
new text begin
(2) a description of the public prekindergarten program providers within the school
district boundaries, including but not limited to the name and location of partners, and the
number of hours and days per week the program will be offered at each program site;
new text end
new text begin
(3) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location;
new text end
new text begin
(4) a plan for recruitment, outreach, and communication regarding the availability of
public prekindergarten programming within the community;
new text end
new text begin
(5) coordination and offering of professional development opportunities, as needed;
new text end
new text begin
(6) coordination of the required child assessments, as needed, and continuous quality
improvement efforts to ensure quality instruction;
new text end
new text begin
(7) a plan for meeting the needs for any child with an individualized education plan;
new text end
new text begin
(8) a plan to get to salaries equivalent to school staff with comparable credentials and
experience;
new text end
new text begin
(9) a detailed plan for transitioning children and families to kindergarten; and
new text end
new text begin
(10) a statement of assurances signed by the superintendent, charter school director,
Head Start director, and child care program director or owner that the proposed program
meets the requirements of subdivision 2. A statement of assurances must be submitted in
the mixed delivery program plan and must be signed by an individual from each public
prekindergarten program provider with authority to enter into the agreement.
new text end
new text begin Subd. 3a. new text end
new text begin Funding. new text end
new text begin
(a) School district and charter school voluntary public prekindergarten
providers are funded based on the number of eligible pupils enrolled as authorized under
chapters 124D, 124E, and 126C.
new text end
new text begin
(b) Head Start voluntary public prekindergarten providers that are licensed under section
245A.03 that meet the requirements of subdivisions 2 and 3 must receive $11,000 per child
served per year.
new text end
new text begin
(c) Licensed center and family child care voluntary public prekindergarten providers
that are licensed under section 245A.03 and meet the requirements of subdivisions 2 and 3
must receive $11,000 per child served per year.
new text end
new text begin
(d) The commissioner must establish a process for allocating the seats under paragraphs
(b) and (c) that match community strengths, capacity, and needs. The number of seats per
year is subject to the availability of appropriations.
new text end
new text begin
(e) Up to 2.5 percent of amounts appropriated for paragraphs (b) and (c) may be used
for distribution of funds.
new text end
Subd. 4.
Eligibility.
deleted text begin Adeleted text end new text begin (a) An eligiblenew text end childnew text begin means a childnew text end whonew text begin :
new text end
new text begin (1)new text end is four years of age as of September 1 in the calendar year in which the school year
commences deleted text begin isdeleted text end new text begin ; and
new text end
new text begin
(2) meets at least one of the following criteria:
new text end
new text begin
(i) qualifies for free or reduced-price meals;
new text end
new text begin
(ii) is an English language learner as defined by section 124D.59, subdivision 2;
new text end
new text begin
(iii) is American Indian;
new text end
new text begin
(iv) is experiencing homelessness;
new text end
new text begin
(v) has an individualized education plan under section 125A.08;
new text end
new text begin
(vi) was identified as having a potential risk factor that may influence learning through
health and developmental screening under sections 121A.16 to 121.19;
new text end
new text begin
(vii) is in foster care; kinship care, including children receiving Northstar kinship
assistance under chapter 256N; or is in need of child protection services;
new text end
new text begin
(viii) has a parent who is a migrant or seasonal agriculture laborer under section 181.85;
or
new text end
new text begin
(ix) has a parent who is incarcerated.
new text end
new text begin (b) Annew text end eligible deleted text begin todeleted text end new text begin child is eligible tonew text end participate in a voluntarynew text begin publicnew text end prekindergarten
program free of charge. deleted text begin An eligible four-year-old child served in a mixed-delivery system
by a child care center, family child care program licensed under section 245A.03, or
community-based organizationdeleted text end new text begin Programs may charge a sliding fee for the instructional hours
that exceed 850 during the school year, any hours that provide before or after school child
care during the school year, or any hours that provide child care during the summer. A child
that does not meet the eligibility requirements in paragraph (a), clause (2), may participate
in the same classroom as eligible children andnew text end may be charged anew text begin slidingnew text end fee as long as deleted text begin the
mixed-delivery partnerdeleted text end new text begin state fundingnew text end was not awarded deleted text begin a seatdeleted text end for that child.
new text begin (c)new text end Each eligible child must complete a health and developmental screening within 90
days of program enrollment under sections 121A.16 to 121A.19, and provide documentation
of required immunizations under section 121A.15.
deleted text begin Subd. 5. deleted text end
deleted text begin Application process; priority for high poverty schools. deleted text end
deleted text begin
(a) To qualify for
program approval for fiscal year 2017, a district or charter school must submit an application
to the commissioner by July 1, 2016. To qualify for program approval for fiscal year 2018
and later, a district or charter school must submit an application to the commissioner by
January 30 of the fiscal year prior to the fiscal year in which the program will be
implemented. The application must include:
deleted text end
deleted text begin
(1) a description of the proposed program, including the number of hours per week the
program will be offered at each school site or mixed-delivery location;
deleted text end
deleted text begin
(2) an estimate of the number of eligible children to be served in the program at each
school site or mixed-delivery location; and
deleted text end
deleted text begin
(3) a statement of assurances signed by the superintendent or charter school director that
the proposed program meets the requirements of subdivision 2.
deleted text end
deleted text begin
(b) The commissioner must review all applications submitted for fiscal year 2017 by
August 1, 2016, and must review all applications submitted for fiscal year 2018 and later
by March 1 of the fiscal year in which the applications are received and determine whether
each application meets the requirements of paragraph (a).
deleted text end
deleted text begin
(c) The commissioner must divide all applications for new or expanded voluntary
prekindergarten programs under this section meeting the requirements of paragraph (a) and
school readiness plus programs into four groups as follows: the Minneapolis and St. Paul
school districts; other school districts located in the metropolitan equity region as defined
in section 126C.10, subdivision 28; school districts located in the rural equity region as
defined in section 126C.10, subdivision 28; and charter schools. Within each group, the
applications must be ordered by rank using a sliding scale based on the following criteria:
deleted text end
deleted text begin
(1) concentration of kindergarten students eligible for free or reduced-price lunches by
school site on October 1 of the previous school year. A school site may contract to partner
with a community-based provider or Head Start under subdivision 3 or establish an early
childhood center and use the concentration of kindergarten students eligible for free or
reduced-price meals from a specific school site as long as those eligible children are
prioritized and guaranteed services at the mixed-delivery site or early education center. For
school district programs to be operated at locations that do not have free and reduced-price
lunch concentration data for kindergarten programs for October 1 of the previous school
year, including mixed-delivery programs, the school district average concentration of
kindergarten students eligible for free or reduced-price lunches must be used for the rank
ordering;
deleted text end
deleted text begin
(2) presence or absence of a three- or four-star Parent Aware rated program within the
school district or close proximity of the district. School sites with the highest concentration
of kindergarten students eligible for free or reduced-price lunches that do not have a three-
or four-star Parent Aware program within the district or close proximity of the district shall
receive the highest priority, and school sites with the lowest concentration of kindergarten
students eligible for free or reduced-price lunches that have a three- or four-star Parent
Aware rated program within the district or close proximity of the district shall receive the
lowest priority; and
deleted text end
deleted text begin
(3) whether the district has implemented a mixed delivery system.
deleted text end
deleted text begin
(d) The limit on participation for the programs as specified in subdivision 6 must initially
be allocated among the four groups based on each group's percentage share of the statewide
kindergarten enrollment on October 1 of the previous school year. Within each group, the
participation limit for fiscal years 2018 and 2019 must first be allocated to school sites
approved for aid in the previous year to ensure that those sites are funded for the same
number of participants as approved for the previous year. The remainder of the participation
limit for each group must be allocated among school sites in priority order until that region's
share of the participation limit is reached. If the participation limit is not reached for all
deleted text end
deleted text begin
groups, the remaining amount must be allocated to the highest priority school sites, as
designated under this section, not funded in the initial allocation on a statewide basis. For
fiscal year 2020 and later, the participation limit must first be allocated to school sites
approved for aid in fiscal year 2017, and then to school sites approved for aid in fiscal year
2018 based on the statewide rankings under paragraph (c).
deleted text end
deleted text begin
(e) Once a school site or a mixed delivery site under subdivision 3 is approved for aid
under this subdivision, it shall remain eligible for aid if it continues to meet program
requirements, regardless of changes in the concentration of students eligible for free or
reduced-price lunches.
deleted text end
deleted text begin
(f) If the total number of participants approved based on applications submitted under
paragraph (a) is less than the participation limit under subdivision 6, the commissioner must
notify all school districts and charter schools of the amount that remains available within
30 days of the initial application deadline under paragraph (a), and complete a second round
of allocations based on applications received within 60 days of the initial application deadline.
deleted text end
deleted text begin
(g) Procedures for approving applications submitted under paragraph (f) shall be the
same as specified in paragraphs (a) to (d), except that the allocations shall be made to the
highest priority school sites not funded in the initial allocation on a statewide basis.
deleted text end
deleted text begin Subd. 6. deleted text end
deleted text begin Participation limits. deleted text end
deleted text begin
(a) Notwithstanding section 126C.05, subdivision 1,
paragraph (d), the pupil units for a voluntary prekindergarten program for an eligible school
district or charter school must not exceed 60 percent of the kindergarten pupil units for that
school district or charter school under section 126C.05, subdivision 1, paragraph (e).
deleted text end
deleted text begin
(b) In reviewing applications under subdivision 5, the commissioner must limit the total
number of participants in the voluntary prekindergarten and school readiness plus programs
under Laws 2017, First Special Session chapter 5, article 8, section 9, to not more than 7,160
participants for fiscal years 2019, 2020, 2021, 2022, and 2023, and 3,160 participants for
fiscal years 2024 and later.
deleted text end
Subd. 7.
Financial accounting.
An eligible school district or charter school must record
expenditures attributable to voluntarynew text begin publicnew text end prekindergarten pupils according to guidelines
prepared by the commissioner under section 127A.17.new text begin Center-based and family child care
providers and Head Start agencies must record expenditures attributable to voluntary public
prekindergarten pupils according to guidelines developed and approved by the commissioner
of education.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 6.
Minnesota Statutes 2020, section 124D.165, subdivision 2, is amended to read:
Subd. 2.
Family eligibility.
(a) For a family to receive an early learning scholarship,
parents or guardians must meet the following eligibility requirements:
(1) have an eligible child; and
(2)new text begin (i) new text end have income equal to or less than 185 percent of federal poverty level income in
the current calendar yeardeleted text begin , ordeleted text end new text begin ;
new text end
new text begin (ii)new text end be able to document their child's current participation in the free and reduced-price
lunch program or Child and Adult Care Food Program, National School Lunch Act, United
States Code, title 42, sections 1751 and 1766; the Food Distribution Program on Indian
Reservations, Food and Nutrition Act, United States Code, title 7, sections 2011-2036; Head
Start under the federal Improving Head Start for School Readiness Act of 2007; Minnesota
family investment program under chapter 256J; child care assistance programs under chapter
119B; the supplemental nutrition assistance program; or deleted text begin placement
deleted text end
new text begin (iii) have a child referred as in need of child protective services or placednew text end in foster care
under section 260C.212.
(b) An "eligible child" means a child who has not yet enrolled in kindergarten and isdeleted text begin :
deleted text end
deleted text begin (1) at least three butdeleted text end not yet five years of age on September 1 of the current school yeardeleted text begin ;deleted text end new text begin .
new text end
deleted text begin
(2) a sibling from birth to age five of a child who has been awarded a scholarship under
this section provided the sibling attends the same program as long as funds are available;
deleted text end
deleted text begin
(3) the child of a parent under age 21 who is pursuing a high school degree or a course
of study for a high school equivalency test; or
deleted text end
deleted text begin
(4) homeless, in foster care, or in need of child protective services.
deleted text end
(c) A child who has received a scholarship under this section must continue to receive
a scholarship each year until that child is eligible for kindergarten under section 120A.20
and as long as funds are available.
(d) Early learning scholarships may not be counted as earned income for the purposes
of medical assistance under chapter 256B, MinnesotaCare under chapter 256L, Minnesota
family investment program under chapter 256J, child care assistance programs under chapter
119B, or Head Start under the federal Improving Head Start for School Readiness Act of
2007.
(e) A child from an adjoining state whose family resides at a Minnesota address as
assigned by the United States Postal Service, who has received developmental screening
under sections 121A.16 to 121A.19, who intends to enroll in a Minnesota school district,
and whose family meets the criteria of paragraph (a) is eligible for an early learning
scholarship under this section.
Sec. 7.
Minnesota Statutes 2020, section 124D.165, subdivision 3, is amended to read:
Subd. 3.
Administration.
(a) The commissioner shall establish application timelines
and determine the schedule for awarding scholarships that meets operational needs of eligible
families and programs. The commissioner must give highest priority to applications from
children who:
new text begin
(1) are not yet four years of age;
new text end
deleted text begin (1)deleted text end new text begin (2)new text end have a parent under age 21 who is pursuing a high school diploma or a course of
study for a high school equivalency test;
deleted text begin (2)deleted text end new text begin (3)new text end are in foster care deleted text begin or otherwisedeleted text end new text begin ;
new text end
new text begin (4) have been referred asnew text end in need of new text begin child new text end protection deleted text begin ordeleted text end services; deleted text begin or
deleted text end
new text begin
(5) have an incarcerated parent; or
new text end
deleted text begin (3)deleted text end new text begin (6)new text end have experienced homelessness in the last 24 months, as defined under the federal
McKinney-Vento Homeless Assistance Act, United States Code, title 42, section 11434a.
new text begin (b) new text end The commissioner may prioritize applications on additional factors including family
income, geographic location, and whether the child's family is on a waiting list for a publicly
funded program providing early education or child care services.
deleted text begin (b)deleted text end new text begin (c)new text end The commissioner shall establish a target for the average scholarship amount per
child based on the results of the rate survey conducted under section 119B.02.
deleted text begin
(c) A four-star rated program that has children eligible for a scholarship enrolled in or
on a waiting list for a program beginning in July, August, or September may notify the
commissioner, in the form and manner prescribed by the commissioner, each year of the
program's desire to enhance program services or to serve more children than current funding
provides. The commissioner may designate a predetermined number of scholarship slots
for that program and notify the program of that number. For fiscal year 2018 and later, the
statewide amount of funding directly designated by the commissioner must not exceed the
funding directly designated for fiscal year 2017. Beginning July 1, 2016, a school district
or Head Start program qualifying under this paragraph may use its established registration
process to enroll scholarship recipients and may verify a scholarship recipient's family
income in the same manner as for other program participants.
deleted text end
new text begin
(d) the commissioner may establish exploratory efforts to increase parent education and
family support services to families receiving early learning scholarships such as including
home visits and parent education services.
new text end
deleted text begin (d)deleted text end new text begin (e)new text end A scholarship is awarded for a 12-month period. If the scholarship recipient has
not been accepted and subsequently enrolled in a rated program within deleted text begin tendeleted text end new text begin threenew text end months of
the awarding of the scholarship, the scholarship cancels and the recipient must reapply in
order to be eligible for another scholarship.new text begin An extension may be requested if a program is
unavailable for the child within the three-month timeline.new text end A child may not be awarded more
than one scholarship in a 12-month period.
deleted text begin (e)deleted text end new text begin (f)new text end A child who receives a scholarship who has not completed development screening
under sections 121A.16 to 121A.19 must complete that screening within 90 days of first
attending an eligible program or within 90 days after the child's third birthday if awarded
a scholarship under the age of three.
deleted text begin
(f) For fiscal year 2017 and later, a school district or Head Start program enrolling
scholarship recipients under paragraph (c) may apply to the commissioner, in the form and
manner prescribed by the commissioner, for direct payment of state aid. Upon receipt of
the application, the commissioner must pay each program directly for each approved
scholarship recipient enrolled under paragraph (c) according to the metered payment system
or another schedule established by the commissioner.
deleted text end
Sec. 8.
Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 1, is amended
to read:
Subdivision 1.
Pupil unit.
Pupil units for each Minnesota resident pupil under the age
of 21 or who meets the requirements of section 120A.20, subdivision 1, paragraph (c), in
average daily membership enrolled in the district of residence, in another district under
sections 123A.05 to 123A.08, 124D.03, 124D.08, or 124D.68; in a charter school under
chapter 124E; or for whom the resident district pays tuition under section 123A.18, 123A.22,
123A.30, 123A.32, 123A.44, 123A.488, 123B.88, subdivision 4, 124D.04, 124D.05, 125A.03
to 125A.24, 125A.51, or 125A.65, shall be counted according to this subdivision.
(a) A prekindergarten pupil with a disability who is enrolled in a program approved by
the commissioner and has an individualized education program is counted as the ratio of
the number of hours of assessment and education service to 825 times 1.0 with a minimum
average daily membership of 0.28, but not more than 1.0 pupil unit.
(b) A prekindergarten pupil who is assessed but determined not to be disabled is counted
as the ratio of the number of hours of assessment service to 825 times 1.0.
deleted text begin
(c) A kindergarten pupil with a disability who is enrolled in a program approved by the
commissioner is counted as the ratio of the number of hours of assessment and education
services required in the fiscal year by the pupil's individualized education program to 875,
but not more than one.
deleted text end
deleted text begin (d)deleted text end new text begin (c)new text end A prekindergarten pupil who is not included in paragraph (a) or (b) and is enrolled
in deleted text begin an approveddeleted text end new text begin anew text end voluntarynew text begin publicnew text end prekindergarten program under section 124D.151 deleted text begin is
counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil unitsdeleted text end new text begin that meets the minimum hours required in section 120A.41 is counted
as a 1.0 pupil unitnew text end .
deleted text begin (e)deleted text end new text begin (d)new text end A kindergarten pupil deleted text begin who is not included in paragraph (c)deleted text end is counted as 1.0 pupil
unit if the pupil is enrolled in a free all-day, every day kindergarten program available to
all kindergarten pupils at the pupil's school that meets the minimum hours requirement in
section 120A.41, or is counted as .55 pupil unit, if the pupil is not enrolled in a free all-day,
every day kindergarten program available to all kindergarten pupils at the pupil's school.
deleted text begin (f)deleted text end new text begin (e)new text end A pupil who is in any of grades 1 to 6 is counted as 1.0 pupil unit.
deleted text begin (g)deleted text end new text begin (f)new text end A pupil who is in any of grades 7 to 12 is counted as 1.2 pupil units.
deleted text begin (h)deleted text end new text begin (g)new text end A pupil who is in the postsecondary enrollment options program is counted as
1.2 pupil units.
deleted text begin
(i) For fiscal years 2018 through 2023, a prekindergarten pupil who:
deleted text end
deleted text begin
(1) is not included in paragraph (a), (b), or (d);
deleted text end
deleted text begin
(2) is enrolled in a school readiness plus program under Laws 2017, First Special Session
chapter 5, article 8, section 9; and
deleted text end
deleted text begin
(3) has one or more of the risk factors specified by the eligibility requirements for a
school readiness plus program,
deleted text end
deleted text begin
is counted as the ratio of the number of hours of instruction to 850 times 1.0, but not more
than 0.6 pupil units. A pupil qualifying under this paragraph must be counted in the same
manner as a voluntary prekindergarten student for all general education and other school
funding formulas.
deleted text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 9.
Minnesota Statutes 2021 Supplement, section 126C.05, subdivision 3, is amended
to read:
Subd. 3.
Compensation revenue pupil units.
Compensation revenue pupil units must
be computed according to this subdivision.
(a) The compensation revenue concentration percentage for each building in a district
equals the product of 100 times the ratio of:
(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
plus one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; to
(2) the number of pupils enrolled in the building on October 1 of the previous fiscal
year.
(b) The compensation revenue pupil weighting factor for a building equals the lesser of
one or the quotient obtained by dividing the building's compensation revenue concentration
percentage by 80.0.
(c) The compensation revenue pupil units for a building equals the product of:
(1) the sum of the number of pupils enrolled in the building eligible to receive free lunch
and one-half of the pupils eligible to receive reduced priced lunch on October 1 of the
previous fiscal year; times
(2) the compensation revenue pupil weighting factor for the building; times
(3) .60.
(d) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten programs under
section 124D.151, charter schools, and contracted alternative programs in the first year of
operation, compensation revenue pupil units shall be computed using data for the current
fiscal year. If the voluntary prekindergarten program, charter school, or contracted alternative
program begins operation after October 1, compensatory revenue pupil units shall be
computed based on pupils enrolled on an alternate date determined by the commissioner,
and the compensation revenue pupil units shall be prorated based on the ratio of the number
of days of student instruction to 170 days.
deleted text begin
(e) Notwithstanding paragraphs (a) to (c), for voluntary prekindergarten seats discontinued
in fiscal year 2024 due to the reduction in the participation limit under section 124D.151,
subdivision 6, those discontinued seats must not be used to calculate compensation revenue
pupil units for fiscal year 2024.
deleted text end
deleted text begin (f)deleted text end new text begin (e)new text end The percentages in this subdivision must be based on the count of individual
pupils and not on a building average or minimum.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 10.
Minnesota Statutes 2021 Supplement, section 126C.10, subdivision 2d, is amended
to read:
Subd. 2d.
Declining enrollment revenue.
(a) A school district's declining enrollment
revenue equals the greater of zero or the product of: (1) 28 percent of the formula allowance
for that year and (2) the difference between the adjusted pupil units for the preceding year
and the adjusted pupil units for the current year.
(b) Notwithstanding paragraph (a),new text begin for public prekindergarten programsnew text end for fiscal year
deleted text begin 2024deleted text end new text begin 2023new text end only, prekindergarten pupil units under section 126C.05, subdivision 1, paragraph
deleted text begin (d)deleted text end new text begin (c)new text end , must be excluded from the calculation of declining enrollment revenue.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 11.
Minnesota Statutes 2021 Supplement, section 245.4889, subdivision 1, is amended
to read:
Subdivision 1.
Establishment and authority.
(a) The commissioner is authorized to
make grants from available appropriations to assist:
(1) counties;
(2) Indian tribes;
(3) children's collaboratives under section 124D.23 or 245.493; deleted text begin or
deleted text end
(4) mental health service providersdeleted text begin .deleted text end new text begin ; or
new text end
new text begin
(5) school districts and charter schools.
new text end
(b) The following services are eligible for grants under this section:
(1) services to children with emotional disturbances as defined in section 245.4871,
subdivision 15, and their families;
(2) transition services under section 245.4875, subdivision 8, for young adults under
age 21 and their families;
(3) respite care services for children with emotional disturbances or severe emotional
disturbances who are at risk of out-of-home placement. A child is not required to have case
management services to receive respite care services;
(4) children's mental health crisis services;
(5) mental health services for people from cultural and ethnic minorities, including
supervision of clinical trainees who are Black, indigenous, or people of color;
(6) children's mental health screening and follow-up diagnostic assessment and treatment;
(7) services to promote and develop the capacity of providers to use evidence-based
practices in providing children's mental health services;
(8) school-linked mental health services under section 245.4901;
(9) building evidence-based mental health intervention capacity for children birth to age
five;
(10) suicide prevention and counseling services that use text messaging statewide;
(11) mental health first aid training;
(12) training for parents, collaborative partners, and mental health providers on the
impact of adverse childhood experiences and trauma and development of an interactive
website to share information and strategies to promote resilience and prevent trauma;
(13) transition age services to develop or expand mental health treatment and supports
for adolescents and young adults 26 years of age or younger;
(14) early childhood mental health consultation;
(15) evidence-based interventions for youth at risk of developing or experiencing a first
episode of psychosis, and a public awareness campaign on the signs and symptoms of
psychosis;
(16) psychiatric consultation for primary care practitioners; and
(17) providers to begin operations and meet program requirements when establishing a
new children's mental health program. These may be start-up grants.
(c) Services under paragraph (b) must be designed to help each child to function and
remain with the child's family in the community and delivered consistent with the child's
treatment plan. Transition services to eligible young adults under this paragraph must be
designed to foster independent living in the community.
(d) As a condition of receiving grant funds, a grantee shall obtain all available third-party
reimbursement sources, if applicable.
Sec. 12.
Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 3,
is amended to read:
Subd. 3.
Early learning scholarships.
(a) For the early learning scholarship program
under Minnesota Statutes, section 124D.165:
| $ |
70,709,000 |
..... |
2022 |
|
| $ |
deleted text begin
70,709,000 deleted text end new text begin 122,065,000 new text end |
..... |
2023 |
(b) This appropriation is subject to the requirements under Minnesota Statutes, section
124D.165, subdivision 6.
new text begin
(c) Notwithstanding Minnesota Statutes, section 124D.165, for fiscal year 2023 only,
the commissioner may allocate funds to Head Start and licensed center and family child
care providers as necessary to implement the voluntary public prekindergarten transition
year outlined in section 15, including allocating funds under Minnesota Statutes, section
124D.165, as they existed prior to the date of enactment of this act.
new text end
new text begin
(d) The base for fiscal year 2024 is $122,280,000 and the base for fiscal year 2025 is
$120,287,000.
new text end
Sec. 13.
Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 5,
is amended to read:
Subd. 5.
Early childhood family education aid.
(a) For early childhood family education
aid under Minnesota Statutes, section 124D.135:
| $ |
deleted text begin
35,003,000 deleted text end new text begin 34,121,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
36,478,000 deleted text end new text begin 36,676,000 new text end |
..... |
2023 |
(b) The 2022 appropriation includes $3,341,000 for 2021 and deleted text begin $31,662,000deleted text end new text begin $30,780,000new text end
for 2022.
(c) The 2023 appropriation includes deleted text begin $3,518,000deleted text end new text begin $3,419,000new text end for 2022 and deleted text begin $32,960,000deleted text end new text begin
$33,257,000new text end for 2023.
Sec. 14.
Laws 2021, First Special Session chapter 13, article 9, section 4, subdivision 6,
is amended to read:
Subd. 6.
Developmental screening aid.
(a) For developmental screening aid under
Minnesota Statutes, sections 121A.17 and 121A.19:
| $ |
deleted text begin
3,582,000 deleted text end new text begin 3,623,000 new text end |
..... |
2022 |
|
| $ |
deleted text begin
3,476,000 deleted text end new text begin 4,470,000 new text end |
..... |
2023 |
(b) The 2022 appropriation includes $360,000 for 2021 and deleted text begin $3,222,000deleted text end new text begin $3,263,000new text end for
2022.
(c) The 2023 appropriation includes deleted text begin $357,000deleted text end new text begin $362,000new text end for 2022 and deleted text begin $3,119,000deleted text end new text begin
$4,108,000new text end for 2023.
Sec. 15. new text begin TRANSITION YEAR IN 2023.
new text end
new text begin
(a) Fiscal year 2023 may serve as a transition year in order to give current voluntary
prekindergarten, school readiness plus, and early learning scholarships pathway II programs
a year to transition to the new voluntary public prekindergarten program for eligible
four-year-old children and to make the necessary adjustments to meet the additional program
requirements and facilitate relationships with all public prekindergarten program providers
within the school district boundaries.
new text end
new text begin
(b) For fiscal year 2023 only, school districts operating a voluntary prekindergarten
program under Minnesota Statutes, section 124D.151, or school readiness plus program
under Laws 2017, First Special Session chapter 5, article 8, section 9, may apply to the
department of education to allow the program to continue to operate under the provisions
of Minnesota Statutes, sections 124D.151 and 126C.05, subdivision 1, as they existed prior
to the date of enactment of this act.
new text end
Sec. 16. new text begin APPROPRIATIONS.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin Mental health services and early childhood social workers. new text end
new text begin
(a) For grants
to fund social workers focused solely on early childhood systems that strengthen early
childhood programs and improve outcomes for participating children and families.
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
2,500,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Eligible applicants are school districts and charter schools with early learning
programs that may include but are not limited to Head Start, early Head Start, and early
intervention programs serving children from birth to kindergarten that:
new text end
new text begin
(1) implement a family partnership process to support family well-being, family safety,
health, and economic stability;
new text end
new text begin
(2) offer individualized family partnership services in collaboration with families; and
new text end
new text begin
(3) offer support services in collaboration or colocation with mental health practitioners
to provide training, coaching, or skill building to early learning staff and parents.
new text end
new text begin
(c) This appropriation is in addition to any other federal funds a grantee receives for this
purpose.
new text end
new text begin
(d) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(e) Up to five percent of this appropriation may be retained for grant administration
costs.
new text end
new text begin Subd. 3. new text end
new text begin Voluntary public prekindergarten through mixed delivery. new text end
new text begin
(a) For voluntary
public prekindergarten provided by Head Start and licensed center and family child care
providers under Minnesota Statutes, section 124D.151, subdivision 3a, paragraphs (b) and
(c):
new text end
|
new text begin
$ new text end |
new text begin
96,920,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin Subd. 4. new text end
new text begin Infant and early childhood mental health consultation in schools. new text end
new text begin
(a) For
transfer to the commissioner of human services for grants to create an early childhood mental
health system of care in schools under Minnesota Statutes, section 245.4889, subdivision
1, paragraph (a), clause (5).
new text end
|
new text begin
$ new text end |
new text begin
0 new text end |
new text begin
..... new text end |
new text begin
2022 new text end |
|
|
new text begin
$ new text end |
new text begin
3,759,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Of this amount, $3,350,000 is available for grants. Eligible uses include services
under Minnesota Statutes, section 245.4889, subdivision 1, paragraph (b), clause (14).
new text end
new text begin
(c) Any balance in the first year does not cancel and is available in the second year.
new text end
ARTICLE 8
COMMUNITY EDUCATION
Section 1.
Minnesota Statutes 2020, section 124D.2211, is amended to read:
124D.2211 AFTER-SCHOOL COMMUNITY LEARNING PROGRAMS.
Subdivision 1.
Establishment.
A competitive statewide after-school community learning
grant program is established to provide grants to community or nonprofit organizations,
political subdivisions, deleted text begin for-profit or nonprofit child care centers,deleted text end or school-based programs
that serve youth after school or during nonschool hours. new text begin Grants must be used to offer a
broad array of academic enrichment activities that promote positive after-school activities,
including art, music, community engagement, literacy, science, technology, engineering,
math, health, and recreation programs. new text end The commissioner shall develop criteria for
after-school community learning programsnew text begin that promote partnerships and active collaboration
with the schools that participating students attend. The commissioner may award grants
under this section to community or nonprofit organizations, American Indian organizations,
Tribal nations, political subdivisions, public libraries, or school-based programs that serve
youth after school or during nonschool hoursnew text end .
Subd. 2.
deleted text begin Program outcomesdeleted text end new text begin Objectivesnew text end .
The deleted text begin expected outcomesdeleted text end new text begin objectivesnew text end of the
after-school community learning programs are to deleted text begin increasedeleted text end :
deleted text begin
(1) school connectedness of participants;
deleted text end
deleted text begin
(2) academic achievement of participating students in one or more core academic areas;
deleted text end
deleted text begin
(3) the capacity of participants to become productive adults; and
deleted text end
deleted text begin
(4) prevent truancy from school and prevent juvenile crime.
deleted text end
new text begin
(1) increase access to comprehensive after-school and summer learning and enrichment
opportunities that meet the academic and social-emotional needs of historically underserved
students;
new text end
new text begin
(2) promote engagement in learning and connections to school and community; and
new text end
new text begin
(3) encourage school attendance and improve academic performance.
new text end
Subd. 3.
Grants.
new text begin (a) new text end An applicant deleted text begin shalldeleted text end new text begin mustnew text end submit an after-school community learning
program proposal to the commissioner. The submitted deleted text begin plandeleted text end new text begin proposalnew text end must include:
deleted text begin
(1) collaboration with and leverage of existing community resources that have
demonstrated effectiveness;
deleted text end
deleted text begin
(2) outreach to children and youth; and
deleted text end
deleted text begin
(3) involvement of local governments, including park and recreation boards or schools,
unless no government agency is appropriate.
deleted text end
deleted text begin
Proposals will be reviewed and approved by the commissioner.
deleted text end
new text begin
(1) an assessment of the needs and available resources for the after-school community
learning program and a description of how the proposed program will address the needs
identified, including how students and families are engaged in the process;
new text end
new text begin
(2) a description of the partnership between a school and another eligible entity;
new text end
new text begin
(3) an explanation of how the proposal will support the objectives identified in subdivision
2, including the use of best practices;
new text end
new text begin
(4) a plan to implement effective after-school practices and provide staff access to
professional development opportunities; and
new text end
new text begin
(5) a description of the data the after-school community learning program will use to
evaluate the impact of the program.
new text end
new text begin
(b) The commissioner must review proposals and award grants to programs that:
new text end
new text begin
(1) primarily serve historically underserved students; and
new text end
new text begin
(2) provide opportunities for academic enrichment and a broad array of additional services
and activities to meet program objectives.
new text end
new text begin
(c) To the extent practicable, the commissioner must award grants equitably among the
geographic areas of Minnesota, including rural, suburban, and urban communities.
new text end
new text begin
(d) The commissioner may award grants for two-year periods. A grant awarded to an
eligible applicant may not exceed $300,000.
new text end
new text begin Subd. 4. new text end
new text begin Technical assistance and continuous improvement. new text end
new text begin
(a) The commissioner
must monitor and evaluate the performance of grant recipients to assess the effectiveness
of after-school community learning programs in meeting the objectives identified in
subdivision 2.
new text end
new text begin
(b) The commissioner must provide technical assistance, capacity building, and
professional development to grant recipients, including guidance on effective practices for
after-school programs.
new text end
Sec. 2.
Minnesota Statutes 2020, section 124D.531, subdivision 1, is amended to read:
Subdivision 1.
State total adult basic education aid.
(a) The state total adult basic
education aid for fiscal year 2011 equals $44,419,000, plus any amount that is not paid
during the previous fiscal year as a result of adjustments under subdivision 4, paragraph
(a), or section 124D.52, subdivision 3. The state total adult basic education aid for later
fiscal years equals:
(1) the state total adult basic education aid for the preceding fiscal year plus any amount
that is not paid for during the previous fiscal year, as a result of adjustments under subdivision
4, paragraph (a), or section 124D.52, subdivision 3; times
(2)new text begin the greater of 1.00 ornew text end the lesser of:
(i) 1.03; or
(ii) the average growth in state total contact hours over the prior ten program years.
Three percent of the state total adult basic education aid must be set aside for adult basic
education supplemental service grants under section 124D.522.
(b) The state total adult basic education aid, excluding basic population aid, equals the
difference between the amount computed in paragraph (a), and the state total basic population
aid under subdivision 2.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective for revenue for fiscal year 2023 and later.
new text end
Sec. 3.
Minnesota Statutes 2020, section 124D.55, is amended to read:
124D.55 COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST
FEES.
deleted text begin
(a) The commissioner shall pay 60 percent of the fee that is charged to an eligible
individual for the full battery of the commissioner-selected high school equivalency tests,
but not more than $40 for an eligible individual.
deleted text end
deleted text begin (b) Notwithstanding paragraph (a), for fiscal years 2020 and 2021 only,deleted text end The commissioner
shall pay 100 percent of the fee charged to an eligible individual for the full battery of the
commissioner-selected high school equivalency tests, but not more than the cost of one full
battery of tests per year for any individual.
Sec. 4.
Laws 2021, First Special Session chapter 13, article 10, section 1, subdivision 9,
is amended to read:
Subd. 9.
High school equivalency tests.
For payment of the costs of the
commissioner-selected high school equivalency tests under Minnesota Statutes, section
124D.55:
| $ |
125,000 |
..... |
2022 |
|
| $ |
deleted text begin
125,000
deleted text end
new text begin
470,000 new text end |
..... |
2023 |
Sec. 5. new text begin APPROPRIATION.
new text end
new text begin Subdivision 1. new text end
new text begin Department of Education. new text end
new text begin
The sums indicated in this section are
appropriated from the general fund to the Department of Education for the fiscal years
designated.
new text end
new text begin Subd. 2. new text end
new text begin After-school program grants. new text end
new text begin
(a) For grants for after-school community
learning programs under Minnesota Statutes, section 124D.2211:
new text end
|
new text begin
$ new text end |
new text begin
5,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(c) Up to two percent of this appropriation must be used to contract with Ignite
Afterschool to expand a statewide system of continuous program improvement and
professional development for funded after-school program providers in accordance with
Minnesota Statutes, section 124D.2211, subdivision 4, paragraph (b).
new text end
new text begin
(d) Up to five percent of this appropriation may be retained for administration, monitoring,
and providing technical assistance to grant recipients in accordance with Minnesota Statutes,
section 124D.2211, subdivision 4.
new text end
new text begin Subd. 3. new text end
new text begin Out-of-school time and community partnerships. new text end
new text begin
(a) For grants to
organizations that support youth engagement and youth employment and training that are
culturally and linguistically appropriate for youth being served:
new text end
|
new text begin
$ new text end |
new text begin
7,000,000 new text end |
new text begin
..... new text end |
new text begin
2023 new text end |
new text begin
(b) Grant fund uses may include but are not limited to:
new text end
new text begin
(1) access to mentors;
new text end
new text begin
(2) career exploration and career pathways programming;
new text end
new text begin
(3) culturally and linguistically appropriate support services; and
new text end
new text begin
(4) community collaborations and partnerships, including partnerships with schools.
new text end
new text begin
(c) Up to ten percent of the appropriation is available to enter into partnerships with
existing organizations to provide training and technical assistance to the community-based
organizations receiving grant funds to engage in best practices and effectively implement
evidence-based programming.
new text end
new text begin
(d) In awarding competitive grants, priority must be given to programs that:
new text end
new text begin
(1) target young people who are experiencing homelessness, in foster care, involved in
the juvenile justice system, or disconnected from school and work;
new text end
new text begin
(2) serve youth from communities of color who are underrepresented in the workforce;
or
new text end
new text begin
(3) serve youth with disabilities.
new text end
new text begin
(e) Eligible organizations must:
new text end
new text begin
(1) have demonstrated effectiveness in administering youth workforce programs; and
new text end
new text begin
(2) be organizations serving youth with significant capacity and demonstrable youth
development experience and outcomes to operate a youth workforce development project.
new text end
new text begin
(f) Any balance in the first year does not cancel and is available in the second year.
new text end
new text begin
(g) Up to five percent of this appropriation may be retained for administration costs.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment.
new text end
ARTICLE 9
STATE AGENCIES
Section 1.
Laws 2021, First Special Session chapter 13, article 11, section 4, subdivision
2, is amended to read:
Subd. 2.
Department.
(a) For the Department of Education:
| $ |
30,837,000 |
..... |
2022 |
|
| $ |
deleted text begin
26,287,000
deleted text end
new text begin
29,749,000 new text end |
..... |
2023 |
Of these amounts:
(1) $319,000 each year is for the Board of School Administrators;
(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;
(3) $250,000 each year is for the School Finance Division to enhance financial data
analysis;
(4) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act under Laws 2014, chapter 272, article 1, as amended;
(5) $123,000 each year is for a dyslexia specialist;
(6) $480,000 each year is for the Department of Education's mainframe update;
(7) $4,500,000 in fiscal year 2022 only is for legal fees and costs associated with
litigation; deleted text begin and
deleted text end
(8) $340,000 in fiscal deleted text begin yearsdeleted text end new text begin yearnew text end 2022 and new text begin $2,924,000 innew text end new text begin new text end 2023 deleted text begin onlydeleted text end are for new text begin administration
and monitoring of new text end voluntary new text begin public new text end prekindergarten programsdeleted text begin .deleted text end new text begin , including data collection,
analysis, and support for providers implementing the assessment required under Minnesota
Statutes, section 124D.151. The base for this item is $3,014,000 in fiscal year 2024 and
$3,124,000 in fiscal year 2025;
new text end
new text begin
(9) $540,000 in fiscal year 2023 is for costs associated with implementing the specific
learning disability criteria change, which may include grants for training; and
new text end
new text begin
(10) $338,000 in fiscal year 2023 is for costs associated with implementing changes to
the school lunch and school breakfast programs in article 6. The base for this item is $218,000
in fiscal year 2024.
new text end
(b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.
(c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.
(d) This appropriation includes funds for information technology project services and
support subject to the provisions of Minnesota Statutes, section 16E.21. Any ongoing
information technology costs will be incorporated into the service level agreement and will
be paid to the Office of MN.IT Services by the Department of Education under the rates
and mechanisms specified in that agreement.
(e) To account for the base adjustments provided in Laws 2018, chapter 211, article 21,
section 1, paragraph (a), and section 3, paragraph (a),new text begin as well as the adjustments in paragraph
(a), clauses (8) and (10),new text end the base for fiscal year 2024 deleted text begin and laterdeleted text end is deleted text begin $25,965,000deleted text end new text begin $29,397,000.
The base for fiscal year 2025 is $29,507,000new text end .
Sec. 2.
Laws 2021, First Special Session chapter 13, article 11, section 7, subdivision 1,
is amended to read:
Subdivision 1.
Professional Educator Licensing and Standards Board.
(a) The sums
indicated in this section are appropriated from the general fund to the Professional Educator
Licensing and Standards Board for the fiscal years designated:
| $ |
2,792,000 |
..... |
2022 |
|
| $ |
deleted text begin
2,839,000
deleted text end
new text begin
3,499,000 new text end |
..... |
2023 |
(b) Any balance in the first year does not cancel but is available in the second year.
new text begin
(c) $660,000 in fiscal year 2023 is for enhancements to the educator licensing system
to ensure the Professional Educator Licensing and Standards Board may review and approve
educator licensing applications in a timely and effective manner.
new text end
deleted text begin (c)deleted text end new text begin (d)new text end This appropriation includes funds for information technology project services
and support subject to Minnesota Statutes, section 16E.21. Any ongoing information
technology costs will be incorporated into an interagency agreement and will be paid to the
Office of MN.IT Services by the Professional Educator Licensing and Standards Board
under the mechanism specified in that agreement.
new text begin
(e) The base for fiscal year 2024 and later is $3,203,000.
new text end
APPENDIX
Repealed Minnesota Statutes: 22-07623
124D.4531 CAREER AND TECHNICAL REVENUE.
Subd. 3a.
Revenue adjustments.
Notwithstanding subdivisions 1, 1a, and 3, for taxes payable in 2012 to 2014 only, the department must calculate the career and technical revenue for each district according to Minnesota Statutes 2010, section 124D.4531, and adjust the revenue for each district proportionately to meet the statewide revenue target under subdivision 1, paragraph (c). For purposes of calculating the revenue guarantee under subdivision 3, the career and technical education revenue for the previous fiscal year is the revenue according to Minnesota Statutes 2010, section 124D.4531, before adjustments to meet the statewide revenue target.